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

 

 

                                            

 

 

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

Ludos-Program with your hands

Ludos-Program with your hands

By Suviensa Parvini

Ludos

“Program with your hands”

 

 

 

Ludos is designed to teach students how video games are programmed through a hands-on holistic approach.

Ludos uses a board that connects to a computer or tablet. Students need to try and solve certain puzzles in accordance to their character. What makes this resource great is that students use and place actual tiles onto their board instead of pushing buttons. This makes the experience realistic and hands-on!

Example: If the student wants the character to jump over a given obstacle, they will need to place the “jump” piece into the next available slot. If they want their character to run faster, they place the “fast” piece on the board. To extend learning and promote higher order thinking skills, students can place a combination of codes to instruct their characters movement through the game.

Check out this short video giving an overview of Ludos.

http://https://www.youtube.com/watch?v=qfGkrFQ2ciM

 

Year Level: 3-5

Subject: Technologies – Digital Technologies

Strand: Processes and Production Skills

Sub-strand: Digital Implementation

Content Description: Use simple visual programming environments that include a sequence of steps (algorithm) involving decisions made by the user (branching) (ACTDIP011)

Link to Other Learning Areas: English and Mathematics

References

Resource and images from: https://www.ludosinteractive.com/

Botlogic in the Classroom

 


Computers are amazing inventions! They allow us to complete multiple tasks through out our daily lives. However, computers do not magically know how to complete tasks, they need to be told  what to do and how to complete the task. This is what we call programming and Botlogic is a great way to introduce children to this concept. Children are able to understand that they have control of the computer and need to tell it what to do.
Botlogic is a great resource to get students thinking about decision making. Students are learning about programming as they work through a repetition of movements in order to move their robot to the required destination. Botlogic is perfect for children at all different levels, as it allows children to work at their own pace and move through twenty different stages.

Below i have provided a video that gives viewers a quick and simple walk through of Botlogic.


Subject:
Digital Technologies

Year Level: F-2

Strand: Digital Technologies Processes and Production Skills

Sub-strand: Digital implementation

Use data to solve a simple task/problem (ACTDIP003)

Cross curriculum priorities and general capabilities:
Literacy
Numeracy
Information and Communication Technology (ICT)
Critical and creative thinking

Links to other learning areas:
English
Mathematics

 

Link to resource:
http://botlogic.us/play

Cost:
Free

A classroom activity using this resource:

Incorporating this resource into the classroom helps students develop their logical thinking, problem-solving skills and gives them a chance to explore their creativity as they trail different methods to solve simple tasks/problems. Students are able to work independently on this task as its provides you with an in depth tutorial on how to conduct the game. This resource would be great to use as an extension activity for when students complete their math or science tasks in class. Students need to use their mathematical skills to think about how many steps they need to use in advance and which way they need to turn (left or right). Students are also able to use their English skills by reading and following instructions.

How to use this resource:
The first thing you will need to do is press ‘Start game’ or if you have not played this game before then if you wish, you may click to view the tutorial. You also have the option to choose a level to start on if you have already complete some previously.

Once you have started the game, you will see command keys (arrows) to you left of the screen. These keys (arrows) are what you use to navigate your robot to the required destination. The game gives you a certain amount of moves, which you cannot exceed. However, the aim of the game is to complete the task using the least amount of commands.

Bringing Vlogging into the Classroom

Kidzvuz is a free and safe online vlogging site. Kidvuz makes sure participants on their site are safe by being complaint with the Children’s Online Privacy Protection Act. Parents need to approve their child’s account before they are able to have access to uploading videos. Participants personal information is never given out online and none of their personal information is  sold to out side companies.

Kidzvuz allows students to express their opinions and review the things they love. Kidzvuz gives children a sense of community, as they are surrounded by other children who have similar interests. The average age of the participants on this site range from seven to twelve, making this resource suitable to use in the classroom.

The following video gives you a little insight into what KidzVuz is all about.


Subject: Digital Technologies

Year Level: F-2

Strand: Digital Technologies Knowledge and Understanding

Sub-strand: Digital systems

Digital systems (hardware and software) are used for an identified purpose (ACTDIK001)

Link to resource:
http://www.kidzvuz.com/

Cross curriculum priorities and general capabilities:
Information and Communication Technology (ICT)
Critical and creative thinking

Links to other learning areas:
English
Health and Physical Education

Cost:
Free

A classroom activity using this resource:

This resource is great  because it allows students to experiment with  hardware devices in recording videos (Ipad, Laptop, Computer) and software programs to upload the videos (Kidzvuz). A great way to incorporate this resource into the classroom is to have the children read a book over a set time frame. It could be to read at least one book every week, every fortnight, every month. Whatever is best suited for the class. At the end of the time frame, students can review the book/s they have read and upload them onto Kidzvuz. This resource not only allows students to use hardware and software to create an item but they are also developing their comprehension skill. Therefore, this activity can strongly be linked with English.

This resource could be used to incorporate internet safety into a health lesson. If students are going to be uploading a video of themselves online, then they need to know the basics of internet safety and the correct etiquette to use.

This resource is a great tool to use in English, but this resource is not restricted to that subject has endless possibilities. You are able integrate this resource into many other curriculum subjects and tailor it to meet your criteria.

How to use this resource:
1. All participants will need to sign up to the website and fill in the information provided in the picture below.
2. The next step is to click on ‘Submit a video’ in the top right hand corner.

3. You will then see a new window pop up. On this window it asks you to fill in the box with what you are planning to review.

4. The last step is to press record on the next screen and record your review. The video must be no longer than 2 minutes. After this time frame, the recording will cut off. You then press submit and then your review is uploaded.

 

SPHERO SPRK – NOT JUST A TOY

Subject: Digital Technology

Year Level: 1-6

(adapted purpose and applications for every year level)

Strand:Digital Technologies processes and production skills

Sub strand:Digital Implementation

 

What is it?

Sphero SPRK is the latest model of Sphero.

Sphero is very basically; a programmable ball. The sphero is a coding robot that is controlled by a remote control smart device such as an iPad through a range of applications with varying purposes.

The Sphero SPRK has a transparent design allowing students to see the inner mechanics of the robot. With features such as LED lights and inductive charging it is attractive and easy to use. The mechanics of the Sphero allow it to spin at various speeds and directions as directed by the application (Android, IOS or Amazon fire) which remote-control the ball.

The first and maybe the most important reason to use the Sphero ball in an education setting, is that it’s fun. It is a great way to engage students of any age or level with both digital technology, coding and multiple other learning areas.

The Sphero SPRK can be used and manipulated to support students learning in so many ways. Some of these ways are listed below:

  • It can be used to teach and practice coding.
  • It can be used in the Arts for painting and creative tasks.
  • It can be used to simulate solving a maze.
  • It can be used in the early years for learning colours.
  • It can be used to learn about shapes
  • It can be used to reinforce and practice angles (mathematics) in a practical way

https://www.youtube.com/watch?v=YHVSX0ABWWE

 

Link to the resource

www.sphero.com/education

 

Content Descriptor Example

Design, modify, follow and represent both diagrammatically, and in written text, simple algorithms (sequence of steps) involving branching (decisions) and iteration (repetition) (ACTDIP019)

 

Cross curriculum priorities and general capabilities

Critical and creative thinking

Personal and social capability

Information and Communication Technology (ICT)

Literacy

Numeracy

 

Links to other learning areas

English

Mathematics

The ARTS

Science

 

Skills developed

Coding

Practical use of angles

Problem Solving

Creativity

Arts skills such as drawing, design, colours and painting

 

Applications

Sphero (https://itunes.apple.com/au/app/sphero/id468699619?mt=8)

SPRK Lightning Lab (https://itunes.apple.com/au/app/sprk-lightning-lab-programming/id1017847674?mt=8)

Sphero Macrolab (https://itunes.apple.com/au/app/sphero-macrolab/id519917219?mt=8)

Sphero Draw N’ Drive (https://itunes.apple.com/au/app/sphero-draw-n-drive/id481029316?mt=8)

Sphero Golf (https://itunes.apple.com/au/app/sphero-golf/id481034508?mt=8)

Sphero Cam (https://itunes.apple.com/au/app/sphero-cam/id481040248?mt=8)

 

 

 

Kodable

Subject: Technologies

Year Level: Pre-primary-5

Strand: Digital Technologies

Sub Strands:  

  • Process and Production Skills
  • Knowledge and Understanding

Content Descriptors Examples:

  • Digital implementation – (year 3) Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) Create and communicate ideas and information safely
  • Representations of data – (pre-primary) Data can have patterns and can be represented as pictures and symbols

Cross Curriculum Priorities and General Capabilities:

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

Links To Other Learning Areas:

  • Mathematics
  • The Arts (Media Art)

 

 

Kodable is a fun and engaging coding website designed for use by teachers and parents (click HERE to launch the Kodable website). It can be set up for use as a class technology teaching tool where students can work through coding levels that gradually increase in difficulty. The results are recorded and can be easily accessed by the teacher to monitor the individual students progress.

It is easy to set up and use and the bright graphics and easy to follow instructions make it very user friendly. Students use directional symbols in the correct order to instruct the Kodable monster which way to move throughthe maze. Reward coins can be collected along the way and use to purchase new monsters

There are structured lesson plans for each year group for the teacher to follow and detailed resources that support the lessons. Each child has an individual login so the site can also be accessed at home.

The “Kick start” introductory offer contains 6 weeks of lesson plans and online activities. After this time the cost is $300 for 42 weeks of student lessons and scaffolded curriculum (US curriculum).

Move The Turtle

Screen Shot 2016-08-09 at 8.40.32 pm

Subject: Technologies

Year Level: 1-5

Strand: Digital Technologies

Sub Strands:  

  • Process and Production Skills

Content Descriptors Examples:

  • Use data to solve a simple task/problem (ACTDIP003)
  • Share and publish information in a safe online environment, with known people (ACTDIP006)
  • Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)
  • Create a sequence of steps to solve a given task

Cross Curriculum Priorities and General Capabilities:

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

Links To Other Learning Areas:

  • Mathematics
  • Science
  • The Arts (Media Art)

Click here to visit the Move the Turtle webpage.

Platform: iOS (iPad, iPod and iPhone)

Cost: $2.99

Move The Turtle in the Classroom:

Screen Shot 2016-08-09 at 9.20.38 pm
Move the Turtle is a fun and engaging way to learn programming procedures. Each new level of achievement increases in difficulty and teaches a new command that directs the turtle to make a sound, draw a line, reach a star etc. It also has a free play ‘compose’ option which allows students to move the turtle however they want.

By completing the sequenced tasks, students learn:

  • How to plan complex activities composed of simple elements
  • How to reuse previously completed work
  • How to use graphics, spatial orientation and sound in programming

Gamestar Mechanic: Learning to Design Video Games

Screen Shot 2016-08-09 at 8.18.50 pm

Gamestar Mechanic

Subject: Technologies

Year Level: 3-7

Strand: Digital Technologies

Sub Strands:  

  • Digital Systems
  • Representations of Data

Content Descriptors:

  • Digital systems and peripheral devices are used for different purposes (ACTDIK007)
  • Different types of data can be represented in different ways (ACTDIK008)
  • Digital systems have components with basic functions that may connect together to form networks which transmit data (ACTDIK014)
  • Data is represented using codes (ACTDIK015)

Cross Curriculum Priorities and General Capabilities:

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

 

Links To Other Learning Areas:

  • Mathematics
  • Science
  • The Arts (Media Art)

Click here to visit the Gamestar Mechanic Website.

Platform: Web

Cost: $2 per student

Gamestar Mechanic in the Classroom:

Screen Shot 2016-08-09 at 8.14.56 pmGamestar Mechanic is a game based digital learning resource designed to teach the guiding principles of game design and systems thinking in a highly engaging and creative environment. Gamestar teaches students to design their own games by completing different self-paced quests while learning to build game levels. Gamestar Mechanics perfect for educators seeking to introduce designing or programming to students and there is no requirements for previous study in this area. Gamestar Mechanics was designed with the understanding that game design is an activity that allows learners to build technical, technological, artistic, cognitive, social, and linguistic skills suitable for the current and future world. Another benefit of using Gamestar Mechanics as a resource in the classroom, teachers do not need to be experts in game design. The resource comes with a curriculum that can be used to scaffold a class, with the teachers taking a role of guide and mentor. The lessons are designed to spur a range of interactions between students and the game, and students and each other. teachers serve as a facilitator for student discussion, reflection and ideation.

It has been designed to work in both formal and informal learning environments.

 

Click here to access the Gamestar Mechanic Teacher Pack.


 

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!

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