technology

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Kahoot! …is a hoot!

Subject: Digital Technologies

 

Year Level: 5-6

 

Strand: Digital Technologies Processes and Production Skills

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

 

Link to resource:
Student – https://kahoot.it/#/
Teacher – https://getkahoot.com

 

Cross curriculum priorities and general capabilities:

Literacy, Numeracy, Information and Communication Technology 9ICT) capability and Critical and Creative thinking.

 

Links to other learning areas:

English

 

A classroom activity using this resource:

This resource is a great way for students to develop their independence in the classroom, build their social skills and improve their knowledge on given topics. This program allows teacher or student to create a quiz that is interactive, multiple choice and engaging. I found that the best time to offer the quiz to your students is after a topic has being learnt; once assessment has been done to review and reflect on how much was learnt. The quiz can be as many questions as you desire. Images and videos can be added in relation to your quiz question. As a class, the students can verse each other in the quiz to see which individual wins the most points from each question. This can be done in groups or individually. Once the students have learnt the topic, Kahoot can be used as a reward to self reflect. A reward can be given to winning group or student if desired. This program has had positive feedback from the students both verbally and written as they can give you feedback on the quiz once they complete it. This is a great resource to keep in your classroom to develop students understanding on topis and their ICT skills.

 

How to use this resource:

  1. If logging in as a teacher, go to https://getkahoot.com to access the page to design the quiz. If students are completing your quiz they go to https://kahoot.it/#/. When students log in they will type the game login that is created once you complete your quiz. This can be shown up on the IWB for all to see.
  2. Click the ‘Create a Kahoot Quiz’ to begin.
  3. You will then need to start creating your quiz and questions –add images or videos to correspond to the questions. You create a title, description and cover image, privacy, language, audience, sources and intro video.
  4. Then click ‘Go’. You will then start your questions. Add the questions, write possible answers (select the correct answer) and include images or videos. You will select the amount of time your students have to answer the question.
  5. Once completed you can review and edit your quiz until you’re happy to release it to the class room/public.
  6. A game logi pin will be available and this is what you show the students in order to enter the quiz. Students login and create a game name for the session.
  7. Start the quiz, the eacher controls when to move onto the next question, though the Kahoot program controls how long each question is avaible for (depending on how long you selected).
  8. Enjoy this resource!
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You won’t be bored with a Geo Board

Subject: Digital Technologies

Year Level: 5-6

Strand: Digital Technologies Processes and Production Skills

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

 

Link to resource:
Geo Board by The Math Learning Centre
https://www.mathlearningcenter.org/web-apps/geoboard/

 

Cross curriculum priorities and general capabilities:

Literacy, Numeracy, Information and Communication Technology 9ICT) capability and Critical and creative thinking.

 

Links to other learning areas:

English, Numeracy

 

A classroom activity using this resource:

The traditional Geo Board is used with elastic bands and a 5×5 board with pegs to place the band around. With the ever-growing world of technology, an interactive Geo Board has been created online. This can be used to develop knowledge of shapes, area and perimeter and what I use, transformations. Transformations can be rotated, reflected and translated. In my activity, I asked students to use a iPad or laptop and open to the Geo Board website. Students were t asked to split the board into 4 even quadrants by placing a band through the middle to create the axis (vertically (y) and horizontally (x) ). This created mirror lines. I created a triangle by dragging the bands over the pegs, I then asked the students to reflect the image over the x-axis. I could easily walk through the room and monitor student’s progress as they all have their individual device to work from. Once completed, we moved onto translation; for example, move the triangle 2 units right and 3 units up and rotation; rotate the image 90 degrees clockwise. The board and bands can be changed to your requirements. This is a great resource that I came across online and I believe it can be manipulated and
used to what ever degree you desire.


How to use this resource:

  1. The Geo Board by The Math Learning Center is an interactive game that is best used with a IWB to assist with a whole class environment and controlled by the teachr.
  2. The board can be used as a 5×5 or 14×9 board. There are 8 bands to choose from to design your activity. You can create shapes, axis lines and develop mathematic knowledge.
  3. The board can have base lines along each knob and number if desired. An editing tool is available too.
  4. Drag a band over the board and place is around the pegs. You can stretch to band anywhere and use multiple bands at the same time.
  5. Students can copy your design, create their own and share it with the class by designing it on the class board or develop questions with the class board that the students will need to answer on their own device.
  6. Enjoy the resource, it’s a great interactive way of teaching Mathematics by using ICT.
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LEGO Autobots, roll out!

Subject: Digital Technology

Year level: 3-6

Strand: Knowledge & Understanding and Processes & Production Skills

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

Possible Curriculum Links:

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

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

Develop collaborative criteria to evaluate and justify design processes and solutions

 

Link to the Resource:

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

Cross curriculum priorities and general capabilities:

Critical and creative thinking

Personal and social capability

Information and Communication Technology (ICT)

Numeracy

Cross-curriculum links:

Mathematics

What is it:

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

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

 

How to use it in the Classroom:

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

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Become your own Virtual DJ

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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.

 

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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

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Paddock to Plate: Get your hands on my food.

Subject: Design and Technologies

Year Level:3-4

Strand:Design and Technologies – Knowledge and understanding

Sub strand:Food and fibre production

Yesr 3 – Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them

Year 4 – Types of technologies used in food and fibre production or processing, including how they are used to help meet consumer needs

Link to the resource

http://www.primezone.edu.au/item_details.php?item_id=413&item_type=resource&content_list_id=2

Cross curriculum priorities and general capabilities

Critical and creative thinking (CCT),Personal and social capability (PSC),Information and Communication Technology (ICT),Literacy (LIT), Sustainability

  • Literacy
  • Numeracy
  • Critical and creative thinking
  • Personal and social capability
  • Ethical understanding
  • Intercultural understanding.

Links to other learning areas

English,

Science – Science understandings – Chemical Science – A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)

Science – Science as a Human Endeavour – Nature and development of science – Science involves making predictions and describing patterns and relationships (ACSHE050)

A classroom activity using this resource

This is a well structured resource that allows the teacher to teach a lesson exploring the process of food from the paddock to the plate. It involved the students working through learning stations where they explore the ways in which food changes from the raw state to make it suitable for consumption. The stations offer different processes such as chemical changes in food or the processing of a food item. The stations are inquiry based and hands on allowing for addressing student misconceptions and creating thought and discussion to promote ideas.

How to use this resource

This useful learning resource includes the lesson plan, power-point and all the printable classroom support resources to match. It is very easy to follow and provides opportunities for extension activities and further research. It is clearly laid out with suggested assessment and student reflection sheets for reporting the groups findings back to the class. This lesson links well with the Science curriculum when investigating states of matter and the changes that occur.

 

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Hopscotch

Hopscotch.

Subject: Technologies.

Year Level: 5-6

Strand: Digital Technologies.

Sub strand:

Process and production skills.

Knowledge and Understanding.

Link to the resource

https://www.gethopscotch.com/

 

Cross curriculum priorities and general capabilities

Critical and creative thinking (CCT), Literacy (LIT), Information and Communication Technology (ICT), Numeracy (NUM).

Links to other learning areas

Literacy. Numeracy.

About this resource

Hopscotch is a fun way to teach your class about coding. Hopscotch has used popular games such as Geometry Dash to build a foundation in core coding concepts including; sequencing, loops, abstraction, variables, conditionals and more. In order to introduce these concepts to students, an introductory lesson on creating their own ‘Crossy Roads’ game would help create a solid understanding of coding to be built on. Students begin the lesson using iPads and accessing the Hopscotch App. Students will be required to login, or create an account. To make a new project, they will need to select the highlighted + at the bottom of the screen and create a blank project, then can then begin to create their own game. Students will need to think about putting together all of the components of a game (character, background, buttons) but also think about creating codes, or rules, which tell the computer what to do and when to do it.

How to use this resource

  • Open the Hopscotch App
  • Select the highlighted + button at the bottom of the page,
  • Select ‘create blank project’
  • Generate the control pad to control the character.
  • Create rules, or codes (i.e when the ‘up’ button is tapped, then the character will move forward).
  • Add a hero object to the project
  • Add and name buttons for the control pad,
  • Write code to move hero forward
  • Complete buttons to move hero left and right
  • Add obstacle
  • Generate obstacle movement sequence and add a loop
  • Create a code for when the hero bumps an obstacle.

 

More

There are a variety of different activities or game styles that can be generated through different codes within the Hopscotch App, along with accompanying Youtube tutorials. To see what else is available that may suit different learning needs, please see the Hopscotch website or for video examples and demonstrations see the Hopscotch Youtube Channel

 

Lanna Sutherland

 

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Ashleigh Miles: Dash and Dot

Following on from the amazing world of LEGO, is the exciting robots Dash and Dot. This engaging new resource teaches creative and computational thinking for the 21st century student.These programming robots work together to teach students about coding using algorithms, command sequences, control flow, sensors and problem solving. Dash and dot are controllable through 4 different Apps and can be programmed to be a responsive games ball, set to play games such as tag or work its way through a maze or give a musical performance with friend Xylo.

Dot

Dash

Subject: Digital Technologies

Year Level: 1-6

Strand: Digital Technologies

Sub Strand: Processes and Production Skills

Link to Resource: https://www.makewonder.com/dash

https://www.makewonder.com/dot

http://www.teaching.com.au/catalogue/mta/mta-dash-and-dot-robotics

Cross Curriculum Priorities and General Capabilities:

Link to Other Learning Areas: Maths (number line, geometry, angles, distance and time), Science (investigation, design and building, diagrams), English (writing, story telling), Music (when used with Xylo),

Class Activity: Dash and Dot bring STEM to life through play. The concept of coding can be integrated into a math lesson when looking at number lines. Using masking tape, a number line is created on the floor and divided up into equal marked intervals. Using an iPad, students can program Dash to move along the number line, creating a sequence of steps and numbers to record to be presented to the teacher. Dash and dot can be used for story telling lessons, where students program the robots to react to events in a story. Students examine the structure of a narrative for example and link the human responses of story events to the robot senses, to write a emotionally responsive recount of events retold by the robot.

How to use the Resource: Dash and dot are 2 separate robots that work together for programming needs. Dot is the stationary robot described as the brains of the robots and can be used to play games controlled through Apps ‘Wonder’ and ‘Blockly’. Dash is the robot that moves around on wheels when responding to voices, navigating objects, dancing, and singing. The programming and coding can be created through the Apps ‘Wonder’, ‘Blockly’, ‘Path’, ‘Go, and ‘Xylo’.

Once the robots are purchased, they need to be charged and connected to a device loaded with the Apps (the apps are linked to certain age groups to meet learning needs of students). Use the apps for the desired learning outcome.

Coding using the Apps

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Ashleigh Miles: The Power of LEGO

I have recently been exploring resources to engage students in computational thinking using technology. I have found 2 great resources that are being widely used in Australian classrooms as they are both useable in a number of learning areas and even great for free play!

In this post I will introduce you to the magical building world of LEGO!

Resource: LEGO Education

Subject: Digital Technologies

Year level: suitable for all years

Australian Curriculum Strand: Digital Technologies and Design & Technology.

Australian Curriculum Sub Strand: Design and Technologies Processes and Production Skills

“Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions”.

2.5 Follow, describe, represent and play with a sequence of steps and decisions needed to solve simple problems

4.5 Define simple problems, and follow and describe the algorithms (sequence of steps and decisions) needed to solve them

6.5 Define problems in terms of data and functional requirements, and describe common characteristics and elements of similar problems

6.6 Follow, modify and describe simple algorithms involving sequence of steps, decisions, and repetitions that are represented diagrammatically and in plain English

Link to the Resource: https://education.lego.com/en-au/primary/explore 

Cross Curriculum Priorities and General Capabilities: Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability

Links to other Learning Areas: English (reading and comprehending diagrams and data, recording observations), Mathematics (angles,sizes, shapes), Science (investigation, construction, data collection)

A Classroom Activity using Lego: This is a versatile resource that could be used to explore the STEM world in the classroom and at home. It can be used by all ages and is adaptable for simple free-play time or complex projects with multiple parts and sequenced steps.

LEGO allows students to apply logical reasoning, look for patterns, organise and analyse data, build models and run simulations, use computers to assist building and testing, and use algorithms to sequence actions. This hands on and digital resource activates students computational thinking, design thinking and creative/ critical thinking which relates to the central idea of the Australian Technology Curriculum.

Younger students (years K-1) can build very simple machines such as seesaws where students investigate balance, weight, levers through designing a mechanical toy.

Students in the middle primary years (years 1-4) also build simple machines investigating beers, wheels & axels, leavers and pulleys.

Upper primary students  (years 5+) build on their knowledge of simple machines through exploring powered machines such as a windmill and land yacht.

The website is packed full of lesson ideas accompanied with worksheets and materials needed in the kits. The resource also provides extension problem solving activities. Students have the opportunities to work individually or work collaboratively to build those social interacting skills and caters for all diverse needs through hands on exploring.

How to use this Resource:

Start by purchasing LEGO kits for your students (best to have a minimum of 1 per pair of students).

Install software on computers

Pick an activity available in the booklets in the kits or one online.

Explore the knowledge behind the machine prior to building through discussion, to activate thinking processes. Use LEGO online videos to explain concepts.

Assign students roles or time frames for class management, such as builder (picker, assembler), programer or documenter.

Students build models using provided instructions.

Evaluate models and the purpose of the concepts. Explore alternative results by changing minor materials (such as different lengths, directions and strengths of materials) and have students record and explain findings (written explanations, worksheets, video recording, photographs, drawings).

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Run Marco!

Resource: Run Marco!

Subject: Digital Technologies

Year Level: Foundation – year 2

Strand: Digital Technologies processes and production skills

Sub Strand: Using digital systems

2.5 Follow, describe, represent and play with a sequence of steps and decisions needed to solve simple problems.

Link To Resource:

Website: https://www.allcancode.com/web

Cross curriculum priority and General Capabilities:

Critical and creative thinking (CCT) and Information and Communication Technology capability (ICT)

Links to other learning areas:

English and Mathematics

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 or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom

About the resource:

Run Marco is an effective teaching resource used within the classroom when introducing younger students to the concept of coding. The program features visual instructions to guide Marco through a series of levels as he tries to discover himself. It offers endless adventuring which supports learning in a range of computer programming concepts, including sequence of commands, iterations, conditions, functions and algorithms. Run Marco is a colourful, exciting and thoroughly enjoyable program that both teachers and students can enjoy discovering. Being available on both iPad and Android also makes it extremely convenient to use in the classroom.

Resource used in the classroom:

  • Run Marco can be incorporated into mathematics, it requires students to work on their counting up when directing Marco to the target. This fun and engaging activity also facilitates diverse learners.
  • In literacy students can further elaborate, writing about the journey/adventures Marco is experiences during their quest.
  • Run Marco offers embedded coaching to support students making it easier for teachers to run in the classroom.
  • Teachers and students can also build their own games for other peers to try. This also supports developing critical and creative thinking.

By Felice Crisp

References:

Australian Curriculum, Assessment and Reporting Authority (2016). Taken from website:http://www.australiancurriculum.edu.au/

https://www.allcancode.com/web/schools