Strand: Digital Technologies – Processes and production skills
Sub Strand: Managing and Analysing Data
4.3 Collect, assess and present different types of family, classroom and community data using simple spreadsheets, databases and other software to create information and solve problems.
Cross curriculum priorities and general capabilities
Critical and creative thinking (CCT),Personal and social capability (PSC),Information and Communication Technology (ICT),Literacy (LIT), Sustainability
Links to other learning areas
English, Science, SOSE
What is Puppet Pals?
Puppet Pals is an app that allows both teachers and students to create presentations for a variety of purposes and learning areas. The app allows creation of story boards, character writing and retells that are recorded and presented in a digital manner. It allows for practice of planning and editing skills and learn new concepts of technology. Teachers and students are able to explore modern technology in a fun and creative way!
Using Puppet Pals in a classroom:
Within in Year 5 English lesson students are able to use the Puppet Pals application to manipulate characters, backgrounds and audio to create an animated movie/story, and share their ideas. This engages students in their learning and allows them to express their ideas and opinions in fun and simple way. After modelled reading short story students are asked to create a ‘script’ that portrays a persuasive look on the main idea or conflict within the text. They then use the app to create a digital model of the persuasive ‘script’ using characters audio and visuals.
How to get started with Puppet Pals:
This application is only available on Apple ios devices.
Install the application (internet access is needed)
Strand: Digital Technologies- Processes and production skills
Sub-strand: Using digital systems
6.1: Explain how digital systems represent whole numbers as a basis for representing all types of data
Link: http://www.mathletics.com.au/
Cross curriculum priorities and general capabilities:
Literacy
Numeracy
Critical and creative thinking
Information and communication technology (ICT) capability
Links to other learning areas:
English (literacy)
Using Mathletics in the classroom:
This resource is primarily used in the Mathematics learning area. Mathletics can be used as an activity where students further develop their learning abilities in the three content strands: Numberand Algebra, Measurement and Geometry, and Statistics and Probability. It provides opportunities for students to enhance their knowledge and understanding of all content descriptions from Year 1-7. If a student needs development on a specific topic, Mathletics provides example questions on that topic for students to answer. Assistance is provided whenever required by showing easy to follow animations of how algorithms are applied to the selected math topic to successfully answer an equation. Student progress is recorded at the end of the set questions posed for evaluation.
How to get started with Mathletics:
The program needs to be purchased to have access to a license for individual or classroom use. Each student is given an individual username and password. This allows for them to be added into a ‘class’ where there progress can be monitored. Teachers can select ‘activities’ that students are required to complete or students can explore the program and practice their mathematical skills through the content strands.
Strand: Design and Technologies processes and production skills
Sub strand:
Using digital systems 4.6 Generate, develop, evaluate, communicate and document design ideas and design decisions using manual and digital technologies
Link to the resource: http://kidblog.org/home/
Cross curriculum priorities and general capabilities: Critical and creative thinking (CCT), Personal and social capability (PSC), Information and Communication Technology (ICT), Literacy (LIT)
Links to other learning areas: English
What is this resource about? Kidblog is an intriguing way to involve and engage students in class discussions within a secure environment. The teacher designs a class blog speedily and easily with access to all the students’ school work and homework.
How can I implement this resource into my classroom? Each student creates a personalized log in, in which they post privately, however there is access for parents if required. This online resource can be used to assess writing, creation of an e-portfolio and encourage active citizenship within the blog community.
For educators who may be teaching up to 50 students at a time (collaboration of two classes together), there is free access to posting simple blogs. However, for exceeded number of students and storage, the blog accounts become charged.
How to begin using this resource: Simply click on the teacher’s icon to create your class blog and add members as you please.
Strand: Digital Technologies Processes and Production Skills
Sub strand: Planning, producing (making) and evaluating designed solutions
6.7 Generate, develop, evaluate, communicate and document design ideas and processes for a range of audiences, using some relevant technical terminology.
Link to the resource:
https://www.apple.com/au/mac/garageband/
Cross curriculum priorities and general capabilities:
Critical and creative thinking (CCT)
Personal and social capability (PSC)
Information and Communication Technology (ICT)
Literacy (LIT)
Links to other learning areas:
English
The Arts – Music
What is this resource about? GarageBand is a software that has been created by Apple that allows users to create music or podcasts and share them with others.
Why implement this resource into my classroom?
GarageBand is an excellent resource for teachers who specialize in teaching music/incorporating music into their lessons, in allowing students to gain the confidence in being able to create music on the computer. The reason teachers should implement this resource into their classrooms is because Garage Band allows students who wouldn’t normally have access or the opportunity to playing instruments, create music. Garageband encourages students to bring music to life and allows the students to take ownership over their own learning, produced work and creations.
How to use this resource:
This resource requires the teacher to provide the students with informational tutorials provided by the program, in order to begin. There are multiple tools provided to help learn about putting music together, whether it be making music with instruments or making the score. The students can also record their own sounds and voices to produce presentations which can be used in other subject areas within the classroom.
How to begin: To begin using this application, you will need an Apple product that supports Garage Band, such as a MacBook Pro, MacBook Air or iMac. On most Apple devices Garage Band is already installed, so there is no need to purchase the App, just install and begin the process. There are multiple tutorials on Garage Band that will help guide you in how to create your new piece of audio or written music, which also includes 40 different genre-based lessons, and further tutorials/information can be found via YouTube or Google.
Introduction: The new curriculum provides teachers with a range of resources to use with in the classroom. These can be found on line through many different websites, however how valuable are these resources? Are our students learning? How do we know as educators the resources are providing relevant information to our students and they are learning from this information?
Subject: Digital Technologies
Strand:
Digital technologies knowledge and understanding
Digital technologies processes and production skills
Year Level:
Year 1 to 6
Links to other Learning Areas:
Maths
Literacy
Language
Science
Cross curricular and General Capabilities:
Critical and creative thinking
Personal and social capability
Literacy
Information and communication technology (ICT) Capability
Overview:
The first resource Kids Rex provides a safe search engine for students to research different information needed to complete projects for all curriculum areas.
The second resource Maths is Fun looks at engaging students into different math’s strategies and games to consolidate their learning and understanding.
Resource 1: Kid Rex
This search engine provides valuable information for students to research different topics without the need for teachers to pre read and check the website for inappropriate materials, as all websites have already been approved for children. This is also a great resource to have as all year levels can use this for many different situations such as, educational games, project information and images.
Students can use Kids Rex to investigate, plan and produce a range of technologies for their community, classroom and globally.
This resource links to the following content descriptors:
Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
Investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data (ACTDIK014)
Resource 2: Maths is fun
This resource provides a range of games for all abilities to consolidate and engage a student’s knowledge and learning of different Maths strategies and sums. This page is updated daily and links to all curriculum needs. You can provide feedback about the page or contribute other ideas.
Students are able to use this site on tablets, smart board or computers. It can be used as small groups, pairs or individual.
This resource links to the following content descriptors:
Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
Investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data (ACTDIK014)
Sub strand: Digital Technologies Knowledge and Understanding
Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
Link to the resource: http://www.origoeducation.com/about-slate/?mageloc=AU
Cross curriculum priorities and general capabilities: Literacy, Numeracy, Information and Communication Technology Capabilities (ICT), Critical and Creating thinking.
Links to other Learning Areas: Mathematics
How to use this resource: ORIGO Slate is an online program where teachers log on to teach mathematics. ORIGO Slate is best used on an interactive white board. ORIGO Slate is used as an interactive program to teach mathematics as a hands on activity. It provides ORIGO resources, digital artwork and diagrams, and dynamic teaching tools to engage students throughout all their lessons. Sequenced lessons are all online and correlate with a workbook that all students have.
Review: I personally think that this is a brilliant program to use in terms of linking technology with mathematics. All the lessons online are based on the Australian Curriculum and they are simple to follow. When I used this program during my ATP, I found that it was a great guide to follow and that it was flexible enough for to alter or adapt for different learning abilities.
Sub strand: Digital Technologies processes and production skills
Link to the resource: https://www.2simple.com/2create-story
Cross curriculum priorities and general capabilities: Literacy, Information and Communication Technology Capabilities (ICT), Critical and Creating thinking.
Links to other Learning Areas: English
How to use this resource: 2Create a Story is a program where students have the ability to write a story as well as to illustrate it. It is a simple and straight forward program that uses big icons on buttons to guide students on what to do. This program would be perfect for writing narratives. Students can hand write a draft of a story before using the program to write and illustrate their story.
Review: 2Create a Story is a fantastic option to write and draw a storybook. Student can have fun with experimenting with drawing, using different colours and editing their story. Students will also have the opportunity to practice their touch typing skills in a fun way.
In society we often come across problems that we are required to find solutions to. In the past people were always discovering and experimenting with ideas and technologies to solve problems or make things easier. Society is still continually developing new ideas and technologies to come up with solutions, make things more efficient or to assist sustainability. This series of 5 sequential lessons, allows students the opportunity to practise their problem solving skills and using their creativity to create designs and technologies. Students will focus on and investigate bridge construction. They are given the opportunity to investigate, plan, test, evaluate and re-construct bridges, while exploring purpose, material selection and design. Students will also look at people involved in the process and the impact on the community.
Please follow the link to see my lesson 1 overview:
Link to Resource:http://www.learnaboutwool.com/years-3-4/year-3-4-design-and-technologies/
Elaboration: Australia’s wool industry provides the ideal opportunity for students across Years 3 and 4 to explore how sheep are managed sustainably to produce wool and how the properties of wool allow it to be used for a diverse range of everyday products.
Resource Description: The LEARN ABOUT WOOL resources provide opportunities for Year 3 – 4 students to investigate where wool comes from, how wool is produced, the unique properties of wool and how these properties influence the use and behaviour of the wool-based end products. Students also use the Australian wool industry as the basis for investigating the world-class technologies and methods used in modern fibre production.
The curriculum-based resource packages (The Properties of Wooland Modern WoolProduction) include a variety of interactive resources, including a downloadable PDF factsheet, websites, applications and age-appropriate video clips.
How to use these resources
Students watch the videoclipson where wool comes from and how its processed
Factsheetson keys points are handed out (example shown below)
Students interact (see and feel) with real samplesof raw and processed fibre, yarn and fabric which are included in the hard copy version of the Learn About Wool kit.
Covers differing properties of wool in various circumstances, and also provides videos such as ‘How my sweater came to be’ covering from the farm to production
Additional resources:
Woolmark YouTube channel; A range of video clips; which describe the properties of wool that are useful for designers. Can be viewed at https://www.youtube.com/user/WoolmarkOnline
Magazine; The Australian Wool Innovation Limited has their own publication ‘Beyond the Bale’ which shows the varied use of Australian wool from Fashion to Football. Found at http://beyondthebale.wool.com/#folio=4
App; ‘The Wool Lab Interiors app’ ‘A guide to the most inspiring trends and to the best wool products, created by The Woolmark Company to inspire and inform textile professionals regarding the infinite potential of Merino wool.’
Strand:Design and Technologies Knowledge and Understanding
Substrand: Technologies context -> Engineering principles and systems
Investigate how forces and the properties of materials affect the behaviour of a product or system(ACTDEK011)
Elaboration; Students explore and conduct investigation into the resources in order to understand the characteristics and properties of wool, which may affect the behaviour and performance of a product (eg flammability for children’s pyjamas, thermal properties for winter garments, breathability for sportswear etc)
Strand:Design and Technologies Knowledge and Understanding
Substrand: Technologies context ->Food and Fibre Production
Recognise/ investigate the contribution food and fibre production and food technologies make to modern and traditional societies (ACTDEK012)
Strand: Design and Technologies Processes and production skills
Prior to this lesson students have completed web quests based on renewable energy sources such as wind, solar and geothermal. The students have been introduced to the these briefly and models were used as a way to build interest/queries. Students were able to pull apart the models and look at the structure and design of these. Students completed these tasks in pairs/small groups.
Lesson two:
Continuing on from the end of lesson one students have come up with five questions per group based on the information collected through the web quests.
A class discussion is used as a debrief to recap the previous lesson and check for understanding. Students share question examples and analyse what makes a good question and wether they fit in the criteria.
Students are explicitly taught step by step how to create a Google form online.
In pairs students create Google forms then using prior knowledge/skills they are required to share their form online via the class blog
For students who work at a faster pace than others allow some time to explore Google forms and change the design/layout or add more questions.
Once the links have been shared on the blog instruct students to select another groups form and complete it. Students must screenshot their results and post them as a comment on the blog that the URL was found.
To conclude the lesson students should return to the smart board area and as a class go through two-three groups quizzes depending on time. Students are encouraged to discuss the answers to questions focussing on the design and impact of the renewable energy sources. This is also used as an opportunity to check for confusion and clear up any misconceptions. Students are also given a brief description of the upcoming tasks of completing Electrocity, an online program that allows you to design a sustainable and environmentally friendly city.
This is also used as an opportunity to check for the series of lessons I have planned not only link with science but they cover literacy, numeracy, ICT and design.
Safety and risk management are fairly minimal with the lesson sequences planned. As year six students they are aware of the online protocols and correct form of communication. Students are required to share information/ideas through a class blog online and create a Google form that is only visible to the class/people that have been invited to view.
To enhance critical thinking:
Students are involved throughout the entire process of the five series lesson and are rarely sitting around wasting time or not paying attention. To enhance students critical thinking it is important to pose questions in a way that requires students to analyse their knowledge. Asking questions such as how does the structure of a wind turbine affect its prices of converting energy rather than why do turbines have three blades? It is important to foster a student-centered environment where collaboration is encouraged. Students are able to work off of one another’s ideas and challenge/promote critical thinking
Alternative approaches to assessment:
Students are being assessed on their ability to design, create and share an online quiz to gather information regarding other students knowledge and communicate in safe environment that allows shared input. Another way to assess students understanding could include building their own renewable energy resource to replace the ones currently in place. Students could further this by evaluating and predicting the effect on the environment using the knowledge they have obtained from the web quest process.
Please find the link to task three below to find more information/lesson activities and assessment.
