technologies curriculum

by

Become your own Virtual DJ

v8_2decks.jpg

Subject: Digital Technology

Year level: 5/6

Strand: Knowledge & Understanding and Processes & Production Skills

Sub-strand: Collecting, Managing & Analysing Data and Digital Systems

Possible Curriculum Links:

Collect, sort, interpret and visually present different types of data using software to manipulate data for a range of purposes (ACTDIP016)

Collect, store and present different types of data for a specific purpose using software (ACTDIP016)

Link to the Resource:

http://www.virtualdj.com

Cross curriculum priorities and general capabilities:

Critical and creative thinking

Personal and social capability

Information and Communication Technology (ICT)

Cross-curriculum links:

The Arts: Music

 

What is it:

Virtual DJ is a computer program that allows students to create their own music mixes or mix together already existing songs to create a new track. It allows students to experiment with speed, tempo, loops and crossfading. This program also enables the students to mix videos to go in addition with their music track including fading and transitions.

How to use it in the Classroom:

One example of how this program can be used in the classroom is to teach students about different way to represent data through sound. students would use the program to create an end product by mixing together existing sounds. this teaches students that sound is a type of data and that they are able to manipulate it. This shows their understanding that sound is made up of data.

 

by

Robot Turtles Resource- Emma Hoad

Robot Turtles Resource- Emma Hoad

Overview of the resource:

This resource is a game which can be used by students when learning about and employing com
putational thinking. ‘Robot Turtles’ is a board game which has been developed to teach children about the fundamentals of computational thinking through programming. The game is suitable for students in Year 1 to Year 3, as the game can be adapted to suit each of these year levels, according to their abilities and the degree of challenge and complexity. The game also does not a great depth of reading, therefore it is more accessible to all students, especially those who are still beginning and emergent readers and require additional support with reading tasks. 

The game would be suitable to use during group rotations during a lesson or if multiple copies of the game were to be purchased they could be used simultaneously by small groups in teams.

The game is very engaging, interactive and evolves as students’ knowledge, understanding and skills of programming ways of computational thinking develop. The game can be modified to have increased difficulty to challenge students’ computational thinking and understanding of programming. As described by the developer, “Just like real programmers, they mentally run their code and debug it. Then they get frustrated and just try it to see what happens… also like real programmers” (Dan Shapiro, 2014).

Cost– The board game can be purchased for $29 each or a class set of 10 for $240.

Link to resource-

https://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer 

How to play the game:

The game has a maximum of 4 players
  • One student or the teacher supervising the group is to read out the rules of the game. This reader is called the “Turtle Mover” and is responsible for moving the cards.
  • The Laser and Function Frog cards need to be placed aside to used later when unlocked in the game.
  • Each player, a “Turtle Master” is to pick a turtle, and with this turtle they are given the accompanying deck of cards for that turtle.
  • Then stack the cards on the table, in piles, face up, and build a maze for each player out of walls and a jewel.
  • The “Turtle Mover” then reads out to the group 1. Put down instruction cards, one at a time. 2. Every time you put down a card, I will move the turtle for you. 3. Collect the robot jewels to win!
  • Students can then begin the game, with the youngest player going first. They place their card down and the Turtle Mover moves the card according to the image on the card. Note- the purple card turns the turtle toward the purple flower, the yellow card toward the yellow flower, etc
  • As they progress, they build their program up on the table. If they make a mistake, they can shout “Bug!” and debug it.

The Turtle Mover is like the computer, following directions of the Turtle Masters as they place their cards on the board and try to collect as many jewels as they can.

To read the instructions for the game by the developer, refer to http://www.robotturtles.com/instructions/

or view/listen to the instructions for the game as explained by Dan Shapiro, the developer of the game – see video below.

Note-  The unlockable cards which can be added to the game make the game more challenging, making it harder to collect jewels.  these cards are shown below:

Links to the curriculum:

Digital Technologies

Digital Implementation:

  • Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011).

Creating solutions by:

Investigating and defining
  • Create a sequence of steps to solve a given task.

General Capabilities:

Information and Communication Technology (ICT), as “In Digital Technologies, students develop an understanding of the characteristics of data, digital systems, audiences, procedures and computational thinking…[and]…Students learn to formulate problems, logically organise and analyse data and represent them in abstract forms. They automate solutions through algorithmic logic” (SCSA, 2016).

Literacy,  as students “…learn how to communicate ideas, concepts and detailed proposals to a variety of audiences; read and interpret detailed written instructions for specific technologies, often including diagrams and procedural writings…[and]…the importance of listening, talking and discussing in technologies processes, especially in articulating, questioning and evaluating ideas” (SCSA, 2014).

Critical and creative thinking, as students “develop capability in critical and creative thinking as they imagine, generate, develop and critically evaluate ideas. They develop reasoning and the capacity for abstraction through challenging problems that do not have straightforward solutions. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking” (SCSA, 2014).

References:

Robot Turtles | The Board Game that Teaches Programming to Kids. (2017). Robotturtles.com. Retrieved 11 January 2017, from http://www.robotturtles.com

by

Computational Thinking with Monsters

Computational Thinking Resource – Emma Hoad

Overview of the resource:

This free resource for teachers is great to refer to and use when introducing students to the concept of Computational thinking. The resource provides a detailed overview and plan of a lesson, whichh is aimed at students in Year 5 and above. The resource provides background knowledge and understanding for teachers, such as key vocabulary and definitions and how to explain introduce computational thinking, such as  why we use this to solve problems and the four steps of computational thinking, which include:

  • Decomposition
  • Pattern location
  • Abstraction
  • Algorithms

Monsters Computational Thinking Activity: 

Link to access resource – https://studio.code.org/unplugged/unplug2.pdf

In the lesson, students are first introduced to the four steps of computational thinking. They then work together in groups and have to create their own directions for other students to draw a particular monster (from a range of ones provided in the resource found in pages 7-9).

To introduce the activity, students can view an ABC Splash video, outlining what they will be working towards in the lesson and each stage of the activity.

Link to video- http://splash.abc.net.au/home#!/media/1618109/hour-of-code-computational-thinking

Also located at  https://www.youtube.com/watch?v=injJWiSA0pw

Each stage of the learning task is broken down as follows:

  • First teams are to analyse the monsters on pages 7-9.
  • They abstract details from various monsters to find comparisons.
  • They use this abstracted detail to form algorithms  (a set of directions) for another to follow, in order to re-create the described monster.
  • They are to then give these algorithms to another team and after each team has read the directions and drawn their monster following these, they then swap and analyse the drawings to determine how effective their algorithms were to ensure the same monster was re-created.

(See resource for further detailed instructions/steps to teach the lesson) https://studio.code.org/unplugged/unplug2.pdf

Alignment with the curriculum:

Digital Technologies

Processes and Production Skills:

Digital Implementation

  • Design, follow and represent diagrammatically, a simple sequence of steps (algorithm), involving branching (decisions) and iteration (repetition) (ACTDIP019) (SCSA, 2014).

Creating solutions by: 

Investigating and defining:

  • Define a problem, and set of sequenced steps, with users making a decision to create a solution for a given task (SCSA).

Designing:

  • Develop and communicate alternative solutions and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms (SCSA).

Collaborating and managing:

  • Work independently, or collaboratively when required, to plan, develop and communicate ideas and information for solutions (SCSA).

General Capabilities:

Information and Communication Technology (ICT), as “In Digital Technologies, students develop an understanding of the characteristics of data, digital systems, audiences, procedures and computational thinking…[and]…Students learn to formulate problems, logically organise and analyse data and represent them in abstract forms. They automate solutions through algorithmic logic” (SCSA, 2016).

Literacy,  as students “…learn how to communicate ideas, concepts and detailed proposals to a variety of audiences; read and interpret detailed written instructions for specific technologies, often including diagrams and procedural writings…[and]…the importance of listening, talking and discussing in technologies processes, especially in articulating, questioning and evaluating ideas” (SCSA, 2014).

References: 

ABC,. (2017). Splash ABC. Retrieved from http://splash.abc.net.au/home#!/media/1618109/hour-of-code-computational-    thinking

CS Fundamentals Unplugged Lessons. (2017). Code.org. Retrieved 11 January 2017, from          https://code.org/curriculum/unplugged

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

Osmo Coding

 

Subject: Digital Technologies

Year level: F – 3

Strand: Digital Technologies

Processes and Production Skills

Knowledge and Understanding

Digital systems (hardware and software) are used in everyday life and have specific features (ACTDIK001)

Link to the resource: 

https://www.playosmo.com/en/coding/

Cross-curriculum priorities and general capabilities:

  • Information and Communication Technology (ICT)
  • ICT Capabilities
  • Critical and Creative Thinking (CCT)
  • Personal and Social Capability (PSC)
  • Ethical understanding

Links to other learning areas:

  • Literacy
  • Mathematics

A classroom activity using this resource:

Osmo Coding is a fun and engaging resource that requires students to use hands-on physical blocks to control Awbie, a playful character who loves delicious strawberries. ‘With each coding command, you guide Awbie on a wondrous tree-shaking, strawberry-munching adventure!’ (My Osmo, n.a.).

Osmo Coding, allows multiple students to play together on the same iPad. There’s enough room on the table for two or more kids to assemble sequences and play together therefore, this resource is a fantastic collaborative or individual activity.

How to use this resource:

This resource was designed and created by a team from TIDAL Lab at Northwestern University. The design company details that Osmo Coding is inspired by over 50 years of research into computer programming education. The idea behind OSMO coding is that children learn best through play. Therefore, through combining tangible blocks with an interactive game fires up a child’s imagination, engages and inspires dreams and builds confidence (My Osmo, n.a.).

Three easy steps:

 

Reference list

My Osmo (n.d.). Retrieved from https://my.playosmo.com/

by

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.

 

CODINGAME
by

CODINGAME

Subject: Digital Technology

Year Level: 6

Strands:Digital Technologies: knowledge and understanding

Digital Technologies: Process and Production skills

Sub strands:Investigate and Define

Representation and Production skills

What is it?

Codingame is the latest way to improve your programming skills while having fun. Codingame is a program that successfully turns learning and practicing coding into a game. It is a fun way to learn about complex topics that motivates students to learn quickly. Through this program students are able to solve challenging problems, learn new concepts and become inspired to learn more about programming and coding. This is a continual education tool and although it isn’t the perfect tool for beginners it is great at advancing students knowledge and skills.

How is it used?

Codingame is used and can be found though the link to the resource. The program has different options of how to play the ‘game’. Students are able to participate in fun challenges while learning pure code. These coding games are turn based, and the game is scored. The score is generated based on the code and how it meets the game specifications.

Link to the resource

https://codingame.com/start

Content Descriptor Examples

Data is represented using codes (ACTDIK015)

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

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

Skills developed

Practice pure code

Problem solving skills

Competition

Learn the language

Software knowledge

 

 

Scratch
by

Scratch

Subject: Digital Technologies

Year Level: 5-6

Links to other Learning Areas: Literacy, Numeracy, The Arts, HASS and Science

Links to Cross Curricular Priorities/ General Capabilities: Numeracy, Critical and Creative Thinking, ICT.

Platform: Desktop/Laptop

Cost: Free

ACARA Links:

  • Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
  • Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
  • Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
  • Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Scratch is a Coding program that can be used in the classroom, to teach the basics of coding computers, however can also progress into more difficult coding projects as well. Scratch can be used by students will varied levels of capabilities, and is a fantastic tool for peer mentoring.

The program is both an online program accessed through Google Chrome (or FireFox) and can also be downloaded as a program onto any Desktop/Laptop computer.

The program allows uses to create stories, games and animations. Scratch could be used as a platform for students to present assignments as well as create interactive quizzes and games to be shared with peers.

The online version is fantastic, as it has tutorials for students (and teachers) of different levels of ability. The tutorials go through step-by-step processes in order to achieve the set out goal.

https://scratch.mit.edu

by

SCRATCH

 

Year Levels:

Year 1 to Year 6

Subject Areas:

Language, science, social studies, math, computer science, and the arts

Why Use Scratch: 

Scratch is great for all student levels, both beginner and advanced. Keep in mind, however, that the tool is best used by educators who have at least a basic programming background. This is especially true when fielding student questions or helping those who are struggling with project execution.

With Scratch, you can program your own interactive stories, games, and animations — and share your creations with others in the online community.

Scratch helps young people learn to think creatively, reason systematically, and work collaboratively — essential skills for life in the 21st century.

Scratch is a project of the Lifelong Kindergarten Group at the MIT Media Lab. It is provided free of charge.

Using Scratch In The Classroom.

Determine the story’s ending.

Most younger students adore choose-your-own-adventure books. This activity brings that concept to the computer screen. Have students outline, write, design and animate their own adventures with multiple outcomes. They can even craft a game in which outcomes depend on positive character and good decision-making.

Example: “Choose Your Own Adventure” remixed by PokemonGardevoir
Create a video game.

Do your students want to make their own version of Super Mario Brothers®? How about the next side-scrolling video game? Let kids use a classic video game or their own imaginations to design new games. For an added challenge, have them incorporate educational components, such as solving critical-thinking riddles to defeat enemies or answering math problems to accelerate a car during a race.

Examples: “Perfect Elastic Physics” by ProdigyZeta7 and “Flappy Bird” by KingLiam3
Produce an animated film.

Do you have a class full of storytellers or artists? If so, let students create an animated film. Draw inspiration from classic fables and fairy tales, or write an original story to illustrate a moral lesson. Animate the film with a theme in mind and remind kids to consider the type of story they’re telling.

Example: “Simpsons 3D” by ProgrammingLover
Make an instrument.

Let students make their own interactive digital instruments. Scratch lets users work multiple controls and shortcuts into the instrument’s functionality and design. Have kids try to recreate an existing instrument. Even better, encourage them to invent their own (first, they should think about the types of sounds they want to produce and how they want the instrument to be played).

Example: “Piano” by Natalie
Remix it.

With almost 5 million projects on Scratch, it’s easy for students to find one to play around with. Pick one to remix with your class and have fun!

Example: “Invisible Remix” remixed by FastBridge

Why choose Scratch?

Scratch is fun!

This project was done during the school holidays and had to be enjoyable. I also believe that there are many benefits to learning in a fun environment. Children are motivated and see learning as a satisfying enjoyable experience. Students engage with learning better when they are intrinsically motivated. Completing Scratch projects requires persistence but because students are working on projects that interest them, they are motivated to overcome challenges and frustrations.

Scratch is easy

The Scratch language and the development environment are designed to be intuitive and easily learned by children without previous programming experience. Frustration involved in getting started is minimal because writing a first animation is easy but the more advanced features offer scope for experienced users to write complex games and animations.

Scratch is based on sprites which can be moved and manipulated. Code fragments are represented by coloured blocks that are organized into 8 groups: movement, looks, sound, pen, control, sensing, numbers, and variables. The blocks are dragged into the scripts area to make scripts for each sprite. Syntax errors are avoided because the blocks are shaped to click together with appropriate blocks. When testing, variables can be displayed to assist in debugging and understanding how the scripts are working. Variables and blocks can be changed while the program is running.

Scratch is creative

Scratch encourages creativity, both thinking of ideas for projects and finding ways to overcome difficulties in implementing them. Many different types of projects can be done. Music can be added to Scratch or even written within Scratch. Photos and graphics can be imported and edited.

Scratch encourages sharing

Completed projects, including code, can be uploaded to the Scratch website where they can be viewed by anyone. Scratch users can download the code and modify or extend it to make their own project or to learn new techniques. There also forums and opportunities to add comments, etc.

Scratch is free and readily available.

Scratch can be downloaded for free. It has minimal system requirements and downloading and installation is quick and easy. There are many tutorials and other resources available online. This means that students, who learn Scratch in school or other lessons, can continue to work with Scratch and teach themselves at home.

What skills does Scratch teach?

The report Learning for the 21st Century produced by the Partnership for the 21st Century identifies nine types of learning skills divided into three key areas: Information and Communication Skills, Thinking and Problem Solving Skills and Interpersonal & Self-Directional Skills.

The document Learning with Scratch, 21st Century Learning Skills written by the creators of Scratch highlights the ways Scratch supports the development of these 21st Century learning skills.

See also these summaries from the official Scratch website: Learning with Scratch Creating with Scratch Programming with Scratch
Rethinking Learning in the Digital Age Technological FluencyLearning by Designing (PDF) Research papers about Scratch

 What programming concepts does Scratch teach?

Scratch supports these concepts: sequence, iteration (looping), conditional statements, variables, threads (parallel execution), synchronisation, real-time interaction, boolean logic, random numbers, event handling and user interface design.

 

Reference:

Papallo, J. (2014). Educatio World Social Media Editor
Our scratch Patch. (2016). Retreived from: https://ourscratchproject.wikispaces.com/

By

Candice Ambrose

 

by

Shadow Puppet

Shadow Puppet – Ipad app

Subject: Digital Technologies

Year Level: F-2

Strand: Digital Technologies – Processes and production skills

Sub-strand: Collecting, managing and analysing data

Content description: Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003).

Elaboration: Using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing.

(As per Western Australian Curriculum – SCSA)

 

What is Shadow Puppet?

Shadow Puppet is free downloadable app for students to create their own digital resource as video slideshows. Students can use a combination of photos, videos, narration, music, text overlay, and drawings to design and customise a presentation on any given topic. This app includes an abundance of features on a visually attractive interface that makes it extremely user-friendly.

 

Link to the resource:

 

Cross-curriculum priorities and general capabilities:

  • Literacy
  • Critical and creative thinking
  • Information and communication technology

 

Links to other learning areas:

  • English
  • The Arts

 

Using this resource in the classroom:

This app can allow students to tell a story, explain an idea or document their learning. It would be ideal in producing a summative final product for any unit of learning or project. It can formulate a combined collection of resources in a single digital resource for easy viewing. For example, students that undertake a project in the visual arts learning area which requires them to document the process from design to creation, can easily utilise this technological resource to demonstrate their sequence of work in a clear and attractive manner. This would be easily achieved by combining photos of their artwork and voice recordings explaining their step-by-step thought process. Students can add their personal touch and creative flair to the presentation by further adding emojis and background music. Alternatively, this app can also be a useful tool for teachers to create fun and engaging teaching resource for explaining concepts.

Shadow Puppet supports many critical and creative thinking skills that are valuable to children’s learning and development, such as:

  • Strategic use of digital media and technology
  • Organisation and presentation of ideas
  • Reasoning and decision making
  • Expression of thoughts, feelings and ideas

 

How to use this resource:

  1. Download the app by visiting the website (http://get-puppet.co/).
  2. Launch the app and follow the tutorial walk-through that covers all the features and how to use them.
  3. Tap the ? icon to access help anytime.
  4. Refer to the “Quick Start Guide” downloadable PDF and other helpful documents available on the website.

Requirements:

  • Wifi
  • Ipad or iphone

 

Links to a video tutorial for this technology:

  • http://s3.amazonaws.com/stories.shadowpuppet.co/522079BC-402C-42B8-8DCB-FEF711EE3AE5/exports/story.mp4
  • http://s3.amazonaws.com/stories.shadowpuppet.co/E79C94B1-25A5-4647-A46B-E3550AAC67A1/story.mp4