Design and Technologies

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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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Kahoot!

Kahoot!

 

Subject: Digital Technology

Year: 4, 5 and above

Strand: Digital Technology Processes and Production skills

Sub-strand: Collect, sort, interpret and visually represent different types of data using soft are to manipulate data for a range of purposes (ACTDIP016)

Resource link: http://kahoot.it/ or   http://getkahoot.com

 

Kahoot is a game-based learning technology platform that creates and develops quizzes, discussions and surveys. It helps to develop independence as well as encourage social skills through collaboration and team-work.  Using the many activities students can improve understanding and develop topic specific knowledge, in a fun, interactive way. The game-like student-response tool adapts to all skill levels as it can be changed and modified to suit all ages. Students are able to connect with each other and even other class mates from around the globe. To further extend on this students can create their own Kahoot, this can be used as a formative/summative assessment and can be a fun creative way to test their knowledge and skills. It can be used across all learning areas and I believe it is a vital tool for teachers moving forward. It incorporates Technology and enables educators to take a holistic approach to teaching and gain  insight into their students; what they know and what they need to know.

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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

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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

 

 

                                            

 

 

Investigating Food and Fibres – Primezone
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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

 

 

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Paddock to Plate – The Journey of Food

Paddock to Plate: Where does my food come from resource 

This inquiry based resource to food and fibre production and food technologies allows students to investigate the journey of food production in Australia and all over the world. Students understand where their food comes from, how it is processed via farming contexts and how producers/ consumers respond to and influence each other in supply and demand of today’s growing society. This resource provides teachers with a step-by-step learning outcome and activity booklet, questioning and responding power point package and farm to factory printable flashcards. The final presentation will require students to present their own paddock to pate journey using Prezi, power point or any digital resource. Students then reflect on how sustainable their process was, and discuss how they can create a more sustainable food process.

Target year level: Year 3-4

Learning area: Technologies

Strand: Technologies/Design and technologies

Content Description: Design and Technologies Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDE018)
English Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY 1676)

Learning Outcomes:

  • Explore the journey of paddock to plate and the food production industry.
  • Investigate the role of past and present production and food technologies.
  • Learn about the different roles of individuals in the food production industry.
  • Develop an understanding of the sequence of production and processing steps.
  • Consider the difference between short and long food journeys and different foods.
  • Create more sustainable and productive paddock to plate journeys for food items.

Teaching strategies used in resource:

  • Think, pair and share
  • Class brainstorm
  • Class discussion
  • Student reflection
  • Classroom games (Quiz chef)

Resource includes:

Resource snapshots

Teacher resource booklet

Power point resource snapshot 

Flash cards resource

Digital resources to accompany Paddock to Plate resource

  • http://splash.abc.net.au/res/teacher_res/3-paddock-plate.html
  • http://splash.abc.net.au/home#!/media/106432/vegetable-gardens

You can find the whole resource readily available online here: http://www.primezone.edu.au/item_details.php?item_id=170&item_type=resource&content_list_id=2

 

 

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LEGO Autobots, roll out!

Subject: Digital Technology

Year level: 3-6

Strand: Knowledge & Understanding and Processes & Production Skills

Sub-strand: Digital Systems, Investigating and Defining, Evaluating

Possible Curriculum Links:

Digital systems have components with basic functions and interactions that may be connected together to form networks which transmit different types of data (ACTDIK014)

Define a problem, and a set of sequenced steps, with users making decisions to create a solution for a given task

Develop collaborative criteria to evaluate and justify design processes and solutions

 

Link to the Resource:

https://www.lego.com/en-us/mindstorms

Cross curriculum priorities and general capabilities:

Critical and creative thinking

Personal and social capability

Information and Communication Technology (ICT)

Numeracy

Cross-curriculum links:

Mathematics

What is it:

Lego Mindstorms EV3 is a system that allows students to build, program and command which are easy and fun to used. The package comes with bricks, motors and sensors to create one of 17 types of robots that can shoot, drive, slam, crash and spin with control from a range of devices including smart phones and tablets. Students can also further program the robots with on computer coding program for more features. The robot can be deconstructed and formed into any of the other 16 models for more missions and actions.

https://www.lego.com/en-us/mindstorms/about-ev3

 

How to use it in the Classroom:

one example of how Lego Midstorms EV3 can be used in the classrooms is the students programming a robots to respond to the sense of touch through lights, sounds, colour and movement. the robot can be displayed in a public area, for example the front office or staff area, with a sign next to it “Do Not Touch”. The robot recorded data every time it was touched within a space of an hour. the students can then graph and analyse this raw data to investigate trends as well as self-control of adults.

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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*

 

 

Superhero Coding Game

Year Level:
F-2

Subject:
Technologies

Strand:
Digital Technologies

Sub-Strand:
Digital Technologies Processes and Production Skills

Content Descriptor:
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004).

Link to the Resources:
http://littlebinsforlittlehands.com/superhero-computer-coding-game-without-a-computer/

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

Links to Other Learning Areas:
Science, Mathematics and English

A Classroom Activity Using this Resource:
This is a simple coding game to introduce th basic concepts of coding without using a computer. Students will get the opportunity to create the board game with the objective being that the superhero has to avoid bad guys and get the jewels. Students will use sticky notes to create a sequence using basic coding commands that will determine the path the superhero has to take. This board game can be used in early childhood settings to introduce basic coding commands before introduced to coding on a computer. As students develop in confidence with the commands, the game can be modified to a more advanced level. This coding game is based around the STEM (science, technology, engineering and mathematics) initiative. STEM allows us to use current technologies that allow us to drive innovation in our fast-changing economy.

How to use this resource:
To make this game you will need:

  • A poster board/A3 piece of paper
  • Craft tape or ruler and marker
  • Post it notes (3 different coloured piles)
  • Superheroes
  • Obstacles
  • Jewels

Start by creating the board using either an A3 piece of paper or a poster board. Using either craft tape or a marker and rule create the lines for the grid. Once you have drawn the grid establish a starting and finishing point.

When creating the command cards we use three basic commands. Forward. Turn Left. Turn Right. On top of each pile of sticky notes
draw one of the commands.

Place the obstacles and jewels on the board to make it difficult for the superhero to reach the finish line.
Start the game! Ensure students have ample space to lay out the code in front of them. As students move the superhero they will layout the forward,turn left and turn right cards in front of them. They need to determine the shortest route to get to the finish line and collect all the jewels.

Advanced Version – students use the sticky notes to plan their commands before they go. Then move the superhero trough the series of commands to see if they were correct.