Information and Communication Technology

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Bee debugging – code.org

Subject: Digital Technologies

Year Level: 2-5

Strand: Process and Production Skills

Sub strand:

Digital Implementationm – The process of implementing digital solutions

Creating Solutions – Evaluating

Links to the resource

Techer information: https://code.org/curriculum/course2/10/Teacher

Bee Debugging puzzle: https://studio.code.org/s/course2/stage/10/puzzle/1

Cross curriculum priorities and general capabilities

ICT Capabilities

Numeracy

Critical and creative thinking

Information and communication

Links to other learning areas

Mathematics – Location and Transformation

A classroom activity using this resource

While code.org courses are designed for students to work at their own pace through the activities, debugging can be explicitly taught for students to identify and evaluate the process of implementing digital solutions by figuring out what is not working and why. Bee Debugging activity allows students to use their computational thinking to work through the blocks of coding, step by step to identify the correct solution.

Recommended extension from code.org: Plant bugs in own code and give to a friend to identify and fix the problem.

How to use this resource

Course 2 in code.org is the second of five courses for students in primary (Elementary) school and course 2 is recommended for grade 2-5 students who can read and students do not have to have any prior knowledge of programming. Stage 10 – Bee Debugging is just one of two activities in course 2, which teaches students how to breakdown a code to identify a what went wrong (Bug) and students go through the stages of computational thinking to fix the problem.

References:

Code.org 2015  https://code.org/

 

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Bit by Bit- Programming Game

Description

Bit by Bit is an app that introduces young children to the fundamentals of coding. This app is available for both android and IOS and is free. Bit by Bit has a number of levels which children can move through at their own pace. It has on screen visual instructions including arrows and hand gestures to demonstrate to children how to play. Bit by Bit allows for computational thinking to occur as children use a problem solving process to move their character from one place to another. This app would best suit Foundation to Year 2 students.

See how it works! 

Link to Product
https://itunes.apple.com/us/app/bit-by-bit-programming-game/id993476602?mt=8


Curriculum Link
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies

Year Level: Foundation-Year 2
Learning Area: Technologies
Subject: Digital Technologies
Strands: Knowledge and Understanding
Sub-Strands: Digital Systems

Content Descriptor
Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001).

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Cross Curriculum Priorities

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

 

 

References

Bit By Bit – programming game gameplay trailer. (2016). YouTube. Retrieved from https://www.youtube.com/watch?v=I8uo1dUTXR0

Game, B. & OU, R. (2016). Bit by Bit – Programming Game on the App Store. App Store. Retrieved from https://itunes.apple.com/us/app/bit-by-bit-programming-game/id993476602?mt=8

The Australian Curriculum v7.5. (2016). V7-5.australiancurriculum.edu.au. Retrieved from http://v7-5.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#cdcode=ACTDIK001&level=F-2

 

 

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ORIGO Slate Fun Assessments

Resource:

ORIGO Slate

Year Level:

K-6

Strand:

Digital Technologies

Sub-Strand:

Managing and Analysing Data

Link:

origoslate.com

Cross Curriculum Priorities:

Critical and creative thinking (CCT)

Information and Communication Technology (ICT)

Literacy (LIT)

What is ORIGO Slate:

ORIGO Slate is an online resource for k-6 that provides 12 modules for each term of the school year. Each module contains 12 lesson plans with steps for each lesson, extension work and assessment tools both formative and summative. The website provides a teacher resource with answers and notes on the side to use while teaching, and also provides the student resource which contains blank spaces for students to do their working out and write their answers. ORIGO Slate is best used on an interactive whiteboard to allow students control over the website. ORIGO Slate also provides a student workbook for those who are unable to access it online or prefer to use both.

What makes ORIGO Slate’s assessment so exciting?

ORIGO Slate provides assessment options for each lesson within each module. The assessment’s are either formative or summative and provide for easy alterations. Students are able to access each lesson online and are then able to access the assessment option the teacher has chosen once the lesson is complete. The assessments do not only assess the lesson completed but also add in questions about previous lessons. This is done so that students are constantly reminded about what they have learnt as they will be assessed on it again in their final assessment which assesses the entire module. Students have visual aids in front of them through each assessment and are allowed clues when working each question out. Each assessment page has a speech bubble at the top reminding students about various formulas used to work something out relevant to the questions on the page. Once complete the students are then able to access the answers and mark each assessment themselves. Results are not recorded online.

How to access ORIGO Slate:

ORIGO Slate provides the digital or print option but users are able to purchase both. Each purchase of ORIGO Slate provides for a class of 30 with an additional charge for each added class or year group.

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Tynker

TynkeTynkerLogo_Fotorr is a browser-based application used to teach your students how to program as they create games and animated projects. Tynker can be used on any computer (desktop, laptop, notebook, Chromebook) with an internet connection. It can be used on an iPad, however some features are not supported. As it is browser-based, it works best in Google Chrome and Safari browsers.

Students can easily learn to code using the visual programming language by solving fun puzzles and creating original projects and games. Students gain an excellent foundation in programming and computational thinking, preparing them to transition to any mainstream object-orientated programming language.

Tynker has multiple learning modules; allowing students to work at their own pace, with each lesson is designed to run between fifty and sixty minutes. As it is browser based, students are able to work from home if the activity is not completed within the specified lesson. Tynker has been created to keep students engaged from start to finish and Tynker also caters for a variety of learning styles.

Teachers are able to assess their students’ learning through creating a multiple-choice questionnaire at the end of a module.

Each student is able to create a unique project, which can then be shared with friends and family.

For more information on Tynker, visit: https://www.tynker.com/?t=reset

    Subject: TechnologiesTynker

    Strand: Digital Technologies – Knowledge and Understanding

    Sub-Strand: Representation of data

    Year level: Year one to year six

 

Cross-curriculum priorities and General Capabilities:

  • Literacy;
  • Numeracy;
  • Information and Communication Technology;
  • Critical and Creative Thinking; and
  • Personal and Social Capability.

Links to other learning areas:

  • English;
  • Mathematics;
  • Science; and
  • The Arts (Visual Arts). 

How to use Tynker:

Visit the Tynker YouTube channel for a variety of short videos, including how to get you and your class started: https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

Below are a couple of suggested YouTube clips for you to view:

What is in a Tynker lesson: https://www.youtube.com/watch?v=Bko9qtCeb2A

Preparing for your first Tynker lesson: https://www.youtube.com/watch?v=ZmTbED57tes

 

References:

ACARA. (2015). Australian Curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au

SCSA. (2014). Digital Technologies. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-     browser/technologies/digital-technologies2

Tynker. (2015). Tynker – Programming courses for kids. Retrieved from https://www.tynker.com

Tynker. (2016). Tynker. Retrieved from https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

 

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iMovie

iMovie App Logo_Fotor

iMovie is a video editing software application created by Apple and comes pre-installed on Mac computers and iOS devices.

It is an incredible application, which provides basic, ‘no-frills’ editing tools to put together a movie from a set of video clips. You are able to import video footage using either the FireWire interface on most MiniDV format digital video cameras or the computers USB port. iMovie can also import video and photo files from a hard drive. You are able to edit the photos and video clips and add titles, themes, music and effects, including basic colour correction and video enhancement tools and transitions such as fades and slides.

Students can share and publish finished iMovie projects as movies to any number of social media platforms including YouTube, Facebook, Vimeo, or through iTunes.

Subject: Technologies

Strand: Digital Technologies – Processes and Production Skills

Sub-Strand:

  • Collecting, managing and analysing data
  • Digital implementation
  • Designing
  • Producing and implementing
  • Collaborating and managing

Year level: Year one to Year six

Cross-curriculum priorities and General Capabilities:

  • Literacy;
  • Information and Communication Technology;
  • Critical and Creative Thinking;
  • Personal and Social Capability;
  • Ethical understanding; and
  • Intercultural understanding.

Links to other learning areas:

  • English;
  • Science;
  • The Arts;
  • Humanities and Social Sciences;
  • Health and Physical Education; and
  • Mathematics. 

How to use this resource:

For a great iMovie tutorial, visit: https://www.youtube.com/watch?v=8vbzDXk4vKk

Another fantastic way to use iMovie, is to record yourself reading a text and then insert your recording into iMovie. If you have students with hearing difficulties, you can import a video of yourself (or someone else) signing! A great YouTube demonstration on how to do this can be found at: https://www.youtube.com/watch?v=60RqTYp4xhQ&feature=youtu.be

 

References:

ACARA. (2015). Australian Curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au

Apple Inc. (2015). iMovie for iOS – Apple (AU). Retrieved from http://www.apple.com/au/ios/imovie/

Bove, T., & Rhodes, C. (n.d.). Knowing What You Can Do with iMovie – For Dummies. Retrieved from http://www.dummies.com/how-to/content/knowing-what-you-can-do-with-imovie.html

IPad Teachers. (2015). Add Sign Language Videos using iMovie on iPad. Retrieved from https://www.youtube.com/watch?v=60RqTYp4xhQ&feature=youtu.be

SCSA. (2014). Digital Technologies. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-     browser/technologies/digital-technologies2

Ultimate YouTube Resource. (2013). iMovie: Tutorial For Beginners. Retrieved from https://www.youtube.com/watch?v=8vbzDXk4vKk

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Closing the Loop with Cool Australia

 

Subject: Design and Technologies

Years(s): 3-4

Link to resource: http://www.coolaustralia.org/activity/national-recycling-week-closing-loop/

Strand: Knowledge and Understanding

Sub Strand: 

  • Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
  • Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

Cross Curricular Capabilities

  • Literacy
  • Critical and Creative Thinking

Links to other subjects

  • English
  • Science

A classroom activity with this resource

Cool Australia’s Closing the Loop activity is an excellent way to engage student learning by using online tools to understand the importance of recycling and the impact it has on our planet (“Activity: National Recycling Week: Closing the Loop”, n.d.). The resource also allows students to investigate, analyse and communicate their ideas using design and technology solutions, which further broadens their critical and creative thinking (“Activity: National Recycling Week: Closing the Loop”, n.d).

The activity is designed for students to work independently at a computer, and research about different professions, who are important in the role of design and technology, and the production of sustainable technologies. Students are then free to explore the research provided, and interpret their own ideas on an online worksheet, which can then be posted to the ‘dashboard’ – an online tool where only the teacher can see the students answers and is able to download and mark at another time.

This resource is an excellent way for students to work with a range of online applications, such as writing URL’s and clicking on links to research information, and therefore is a valuable resource to engage students into learning about the design and technology processes in sustainability.

How this activity works in a classroom

Before the lesson begins, the teacher much create an account at coolaustralia.org in order to access the lesson materials, and to create a ‘dashboard’. The teacher must also book out a computer lab, or alternatively, the students can use their own devices if they have access.

The lesson also involves a personalized link so when students submit their work, it locates back to their classroom dashboard. Therefore, in order to get a personalized link, make sure you are logged onto the Cool Australia, look up the resource, and click ‘classroom share’ which is located at the ‘student worksheet’ section. A link will pop up on screen, and you can copy the link and ask students to write it into their URL’s when they log on, or share onto a classroom blog.

Once your students have logged on and found the web page, they are free to work independently online.

COOL AUS. 1

 

References

Activity: National Recycling Week: Closing the Loop. (n.d.). Retrieved from: http://www.coolaustralia.org/activity/national-recycling-week-closing-loop/

 

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Using PBS Learning to create Box Plots

PBS LEARNING

 

Subject: Digital Technologies

Year Level: 5

Strand: Digital Technologies: Processes and Production Skills

Sub strand: Acquire, store and validate different types of data and use a range of commonly available software to interpret and visualize data in context to create information (ACTDIP016)

Link to the resource:

http://www.pbslearningmedia.org/resource/mgbh.math.sp.fivenumber/box-plot-and-five-number-summaries/

and for creating a graph online: http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=1edaf38927d74664beb192d0309e9a39

 

General Capabilities:

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

Links to other learning areas

Mathematics: Statistics and Probability – Data Representation and Interpretation

  • Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies(ACMSP119)

Classroom Activity

The Box Plot and Five Number interactive graph on PBS learning media is an excellent way for students to interact with digital technologies, and discover numerical data such as the max, min and median, as well as the ranges (“Box Plot and Five Numbers Summary”, n.d.).  This activity can be used to compare the differences between Bar graphs and Box Plots, and explore what numerical difference both number plots represent.

The teacher can work with a whole class of year five students, and use the interactive graph to move between both numerical representations of data, so students can illustrate a difference between them (“Box Plot and Five Numbers Summary”, n.d.). The teacher can also facilitate questioning to link box graphs with other graphs students may have worked with before (picture graphs, scatter graphs), to understand the purpose of different numerical representations.

This particular resource relates to the digital technologies curriculum because it allows students visualize different types of data on a digital format (“digital technologies”, n.d.), and allows students to understand how to interpret data in different type of numerical graphs – for example, making sure the data input us correct so students can see a trend in the graph (“digital technologies”, n.d.).

How the resource works

Prior to the activity, the teacher must first create an account to be aloud access to the learning activity. Once the teacher has logged on, they must print out the student worksheet, which is located at the ‘student materials’ link.

To begin activity, the teacher much have the map up on a interactive white board, or another classroom tool, so all student can see the graph. The teacher will start by asking questions about the graphs, such as “have you seen a bar graph before?”, “why do we use graph to represent data?”, “have you seen a box graph before?”. The teacher will then walk through the comparison between graphs, and explain to the students how to create a box graph from the data represented.

The students will then be put into pairs and given the worksheet, a calculator, and if a available a digital tool, such as an iPad or a computer to use the interactive box plot to help explain their task. (if an iPad or computer is not available for every student, keep the graph up on the smart board or digital tool, and allow students to freely walk up and interact with the graphs to determine the differences).

Once students have completed their graphs, have a class discussion about the data represented in their graphs, and what their graphs can tell you.

For an extension to this activity, use the online graph creator to represent this data in another type of representation, such as a pie graph.

 

References

Box Plot and Five Numbers Summary. (n.d.). Retrieved From: http://www.pbslearningmedia.org/resource/mgbh.math.sp.fivenumber/box-plot-and-five-number-summaries/

Digital Technologies. (n.d.). Retrieved From: http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1

 

 

 

 

 

 

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Stoodle – An Interactive Classroom

Subject: Technologies

Year Level: 5-6

Strand: Digital Technology

Sub-Strand: Processes and Production Skills

Curriculum Description: Collaborating and Managing

Year 5-6: Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols (ACTDIP022)

Elaboration: using a range of communication tools to share ideas and information, for example participating in collaborative online environments (ACARA, 2014)

Cross-Curriculum Priorities (CCP): Able to address all CCP depending on learning area covered.

General Capabilities: Personal and Social Capabilities, Information and Communication Technology, Ethical Understanding and Literacy.

Links to Other Learning Areas: This resources has the ability to be applied to a range of learning areas. It can be used as a collaborative tool to introduce a unit, revise concepts and conclude learning. Therefore, Stoodle lends itself to English, Science, History, Geography and Health.

What is it?
Put simply, Stoodle is an online whiteboard. It acts as a virtual classroom, where ideas can be shared and accessed instantly. Stoodle supports image uploading, real-time collaboration and communication as well as basic drawing features.

Getting started
First you will need to create an account by accessing the Stoodle webpage found here

For a little more information on using the Stoodle features, please see the video below.

Classroom Application

Stoodle can be used in a variety of ways in the classroom setting, or virtual classroom setting. As Stoodle is accessed via a URL it is easily accessible via any computer, laptop, tablet or iPad. Listed below are methods for classroom application:

* Brainstorming content (written, drawn, uploading a document, pictures)
* Accessing saved content to complete tasks at home
* Tutoring peers/students (instant chat offered in the Stoodle room assists with this)
* A forum for group work

References
Australian Curriculum and Assessment Reporting Authority [ACARA] (2014). Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1