Design and Technologies Processes and Production Skills
Sub-strand
Designing
Content descriptor:
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques(ACTDEP015 – Scootle )
What is it?
Popplet is a fun and engaging graphic organiser tool for students to organise and represent their ideas. Students create digital mind maps based on what they are learning in class and create relationships between these ideas. Students personalise their own graphic organiser by allowing them to insert images, texts and videos as well as selecting different colours, shape and positions of ideas. The mind-map can be saved, exported and shared on other types of digital platforms.
How do I access it?
Popplet can be accessed on a computer using the Internet – whether this be laptops or desktops. It can also be accessed using iPads through the use of the Popplet application. There are two applications you can choose from that include the free version, Popplet Lite, and the paid version of $7.99. The Popplet Lite is limited to one Popplet while the paid version lets you create an unlimited number of Popplets.
Cross-curriculum priorities and general capabilities
Literacy, Numeracy, Information and Communication Technology (ICT) Capability, Critical and Creative Thinking.
Links to other learning areas
Popplet can used for any subject. It can focus on one or multiple.
Digital Technologies Processes and Production Skills
Content descriptor:
Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols(ACTDIP013).
What is it?
Kahoot! Is a fantastic way to introduce technology into the class room. It is an online game-based system that allows individuals to answer questions in the form of multiple choice.The creator of the quiz (this can be either the teacher or student) choices the questions or the quiz type to further develop what they are learning in the classroom. These answer choices are represented using symbols and colours. The questions can include videos, pictures and words.
Kahoot! is typically displayed on a large screen using the teacher account and students answer the questions using their own technological device such as iPads, smartphones or computers.
Students can play individually or in groups and are able to select their individual or group name. Students are rewarded with points on their accuracy and how quick they can answer the questions.
After every question the teacher and students are given the current score board represented in numbers and graphs.
How do I access it?
It is easily accessible through an URL address. Once you as a teacher have accessed this page you can create a free account and create your quiz, survey or discussion. Once this is created, the teacher is given a secret pin once they make the game live. Students access the live game by typing in the pin after accessing the student link. They do not need an account or an application to access the Kahoot! game on their device.
Strand: Digital Technologies process and production skills
Substrand: Digital Implementations
Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)
General Capabilities
Critical and Creative Thinking
Numeracy
Information Communication Technology (ICT) Capabilities
What is Code?
Code is a website that allows people of all ages to complete computer science activities. Hour of Code allows students to access tutorials and learn how computer science works. Code Studio can be set up by a teacher so students can work their way through tasks and further their understandings of computer science. These tasks are great for students because they target the students needs (students can work at their own pace through the levels) and it also includes interest of theirs so it keeps them actively engaged in the learning. The code website can be used on laptops, iPads and tablets therefore students have the ability to easily click and drag the appropriate instruction where necessary, making the website extremely interactive. The Code website manages to incorporate games and movies into coding; examples of these include Minecraft, Star Wars and Frozen. Coding is a great way for students to build and use their problem solving skills.
For more information about this website and to start coding yourself click the link below
Students will explore stories and songs about George the Farmer to find out what George and his wife, Ruby, produce on their farm and how their produce is made into foods and products we buy at the shops. This is an amazing resource that really brings the farm to the classroom! Many students from the city don’t always realize just where their food comes from. This unit of work is structured around the six steps of Crockett’s 21st Century Fluencies. which makes it a highly structured and theoretically based learning experience. The free PDF package available for download is very comprehensive and detailed in it’s delivery. It is very easy to understand and has a whole range of activities for students to complete. There is also a fun and interactive application which includes lively story narration, animations, sing along songs, all of which are intended to improve students’ hand eye coordination, increase their reading comprehension and allow them to learn about farming practices. This application is available to download on any mobile, device or operating system. I have provided a link to the PDF document and application for your convenience. There is also a hard copy book available. The activities in both resources allows students to create their own book or e-book.
I have also included a review from two reputable sources:
Sydney Morning Herald:
RM Williams Outback Magazine:
Price:
A Teacher’s Guide: FREE
Application: $4.49
How to use this resource:
I recommend you begin by opening your preferred browser and go to www.georgethefarmer.com.au where you can download the Teacher’s Guide. If using the application follow your mobile, device or operating system instructions. The webpage is fantastic because you do not have to create a log in account. This makes using the learning program much simpler and straight forward! The PDF document is printer friendly and can be saved on your computer for future reference.
Reference
Crockett, L. & Jukes, I. & Churches, A. (2011) Literacy is not enough. 21st Century Fluency Project Inc
RM WIlliams Magazine. Re: Review of George the Farmer [Blog comment]. Retrieved from https://www.georgethefarmer.com.au
Sydney Morning Herald. Re: Review of George the Farmer [Blog comment]. Retrieved from https://www.georgethefarmer.com.au
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.
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.
Introduce your students to coding and continue to develop their skills throughout their primary years!
Use Cork the Volcano to teach students coding and engineering skills. Designed to be played in pairs, students also learn the fundamentals of teamwork, collaboration and participation. Puzzlet’s ‘plan, program, play’ model combines physical manipulation with digital play.
Subject: Technologies
Year Level: K-5
Strand: Digital Technologies
Sub-Strands:
Knowledge and Understanding Digital Technologies:
Explore components of hardware and software, and their use
Structure and representation of data
Process and Production Skills:
Collect, explore and sort data
Follow, describe and represent algorithms
Content descriptor examples:
exploring and identifying hardware and software components of digital systems when creating ideas and information (ACTDIK001)
experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device (ACTDIP010)
applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need (ACTDIP018)
Why use Cork the Volcano in your classroom?
Students begin to think in ways they are not accustomed to while engaging in a game that extends their learning beyond a screen
Students have the opportunity to physically manipulate their codes and see the results of their plan
Availability to curriculum links and lesson plans here
Cross curriculum priority and General Capabilities:
Literacy (LIT), Numeracy (NUM), Critical and creative thinking (CCT) and Information and Communication Technology (ICT) capability
Links to other learning areas:
English, mathematics and science
Content Descriptors: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems
Content Elaboration: experimenting with very simple, step-by-step procedures to explore programmable devices. For example providing instructions to physical, virtual objects or robotic devices to move in an intended manner such as following a path around the classroom
About this resource: The Code-a-pillar App hones in on the players ability to problem solve through a fun and engaging introduction to coding and sequencing. By the clever use of a familiar character and with splashes of vibrant colour, the player is easily immersed in the fundamental lessons that the App offers. Available for free download on a number of devices including iPhone, android, iPad and Kindle Fire, this App allows the player to command the code-a-pillar through a maze-like playing field. Reaching the target is the key, done so by manoeuvring the code-a-pillar via various tap and drag commands. These commands are to be carefully thought through, as if a mistake is made the player will need to locate it, and remedy it. A typical level construction will see each maze increase in difficulty, challenging the players ability to adapt and develop different strategies.
Snapshots from the “Think & Learn Code-a-pillar” App.
Accompanying the Code-a-pillar App is a Code-a-pillar robot. It is a colourful, bright and engaging motorised caterpillar that comes with 8 additional tail pieces and a red target disk. Each tail piece can be added to the caterpillar to make it perform different actions, including turn left or right, straight and pause. Extra tail pieces can be purchased to make the code-a-pillar travel further. The same style of logic is required by the user, who needs to achieve the target by implementing the correct sequence of commands in the form of the various behaving pieces.
Resource used in the classroom:
Using the Code-a-pillar app and robot in the classroom will enable students to develop an understanding of the foundational skills of coding, problem solving, and sequencing.
Large clear placemats with multiple squares can be used to develop students coding. A picture can be placed under one of the squares. Starting at the bottom of the placemat, students will attempt to correctly code the caterpillar so it reaches the picture.
During mathematics students can make predictions of how far the caterpillar will move for every time they make it travel make it go forward.
Students can write about the code-a-pillar in literacy.
By Felice Crisp
References:
Australian Curriculum, Assessment and Reporting Authority (2016). Taken from website:http://www.australiancurriculum.edu.au/https://youtu.be/iYEKD1Befg8
Content Description: Design solutions to a user interface for a digital system (ACTDIP018)
Link to Other Learning Areas: English and Science.
General Capabilities: Critical and Creative Thinking, Ethical Understanding, Personal and Social Capability, Literacy, Numeracy, ICT capability.
Overview: “This learning sequence aims to support understandings of the importance of quality design and design principles in creating an efficient and effective user interface.”
Learning input and construction – Links to Human Interface Design and to videos
Learning demo – Activities and worksheets
Learning reflection – Activity
Students discuss the elements of both confusing and clear interfaces and share examples. The suggested activities provide opportunities for students to think critically about the purpose and importance of design using real-world examples. They design and problem solve through engaging activities in The Chocolate Factory – Human Interface Design. “Students analyse how the doors might work most effectively for a group of users with specific needs.” Catering for specific audiences and needs is a wonderful way to link to General Capabilities – Ethical Understanding and Personal and Social Capability.
This video provides a great overview of User Interface Design. It was created for year 7/8 teachers however contains clear and relevant information that would also be meaningful for year 5/6 students.
References
Resource and images from: https://www.digitaltechnologieshub.edu.au/primary-teachers/getting-started/put-the-user-in-user-interface
Resource link also available through Scootle: https://www.scootle.edu.au
Subject: Technologies Strand: Digital Technologies Sub-strand: Processes & Production Skills
Content Descriptors:
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
Year Level(s): Years 2/3 to 6
Other learning areas: Mathematics – problem solving, patterns & algebra.
Cost: free
The Magic Squares game is a great way to promote computational thinking in children. It helps them to think logically by working out which numbers go into each square, as well as promoting mathematical skills. This resource would work best integrated into mathematics lessons for use an introductory look into the concept of computational thinking by involving the whole-class (projected on the whiteboard) or as part of rotational activities.
The aim is have each row and column of numbers add up to the ‘magic’ number – the example below uses the number 15 – without repeating numbers already used. It is similar to Sudoku, but less challenging to solve. By participating in a whole-class session, groups of students could even copy down the original grid and work it out together, including timing themselves solving the grid. Students can then share and discuss how they worked out the answers and what processes they went through to solve the grid.
