Collecting, managing and analyzing data

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Online Charts

 Online Charts

Subject: Digital Technologies

Year Level: 6

Strand: Processes and Production Skills

Sub Strand: Acquire, store and validate different types of data and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016)

Link to the Resource:

http://www.onlinecharttool.com/

https://www.mindmeister.com/823700803#

Cross Curriculum Priorities and General Capabilities: Critical and Creative Thinking, Personal and Social Capability, Information and Communication Technology (ICT), Numeracy

Links to other areas: Mathematics, Science, HASS

Classroom activity using this resource: Online Charts is a website designed to create charts which can be printed, emailed or saved as an image. As a registered user it can also be saved online for future editing. Students are able to choose from a wide variety of charts, including;

Although primary students are not required to create the more difficult charts, by using this website enables differentiation and exposes the gifted and talented students to extended learning.

There are numerous activities that can be done using this resource, whether it be with a science, mathematics or HASS focus. The following example could be used when teaching the Science Inquiry Skill of Planning and Conducting; observe, measure and record data with accuracy using digital technologies as appropriate (ACSIS104).

                                                                    What Makes Mold Grow More Rapidly?

Students will create bread specimens using bread, mold spores and sealable sandwich bags. These will be placed in three different environments and data of growth of mold will be recorded at the same time each day throughout the experiment. Growth is measured using a transparent plastic grid sheet (10mm x 10mm squares). The recording should be done until there are significant measurable results.

Students will record the data on paper during the experiment and then using Online Charts create the appropriate charts  at the conclusion of the experiment. Photos should also be taken throughout and then added to the final display of data.

Future experiments could also be done by changing some of the variables, for instance, keep the temperature the same but use different types of bread, add moisture to the slices, or put different amounts of sugar or lemon juice onto the slices. Ensuring that only one thing is varied at a time.

Please refer to Martin Shuttleworth’s website for detailed instructions on the experiment items and method  https://explorable.com/mold-bread-experiment. Variations may need to be made to Shuttleworth’s experiment to suit the class, for example recording the growth of mold may need to be done every 3 days to cover the weekend break.

How to use this resource:

This resource is quite explanatory as you progress along, once clicking on “Design Your Chart” you are navigated through the website and prompted where to insert the required information. There are options to personalise your chart by changing colours and fonts etc. Upon completion of the chart you are able to print, save onto computer, email, or save online for future editing. Within the website there is also a Help section for FAQs and a Contact Us option.

Below is a short tutorial created by Michael McIlwraith in which he talks step by step through an example of creating a pie chart. Please note that some of the information he refers to may not be relevant as he is delivering this tutorial to adult learners undertaking a particular unit of study.

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CodeCombat – The dungeon crawling code game

 About:
When looking for resources for students, as teachers, we often try to find an educational game that is fun and rewarding for the students. Often this is hard and nearly impossible to do! This is where CodeCombat is different. It has been designed as a game that is also educational. Within the game students will learn to use coding as a magical language that helps them complete tasks and objectives. As they progress through the game it becomes more complex, it even offers students to create levels for fellow students to play.

Price:
CodeCombat is a free to play game. However, it does have the option of adding additional levels for a fee of $9.99.

Use within a classroom:
When using CodeCombat within a classroom it can be diverse in its application. It can be used as a year-long activity that is the main focus of the year’s technology program, as a support in coding or as an after school coding club.

 

 

 

Assessing links:
As this was originally designed as a game that made use of coding for its gameplay, it does not have an assessment aspect to it. So, if you were wanting to use this resource within the classroom it is recommended to create your own assessment tools or look on the CodeCombat site where there is a teachers dashboard. This recent addition has created a community of teachers that share curriculum guides, progress journals, and activities that all link to students experiences within the game.

Year Levels: 3-6

 

Strand: Digital Technologies Processes and Production Skills

Link to resource: https://codecombat.com/

Cross Curricular and General Capabilities: Critical and Creative Thinking and Information  and Communication Technology (ICT)

Curriculum links:
– Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)
-Design solutions to a user interface for a digital system (ACTDIP018)

 

CODINGAME
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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

 

 

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Lego Education

Subject: Digital Technologies

Year Level: 3

Strands: Digital Technologies

Image retrieved from https://education.lego.com/en-au/product

Links to the resource:

https://education.lego.com/en-us

https://education.lego.com/en-au/product

Links to other learning areas

Science

Mathematics

 

As an educator, have you ever felt something missing from your teaching, that one thing that connects you to your students’ thoughts and imaginations? Do you facilitate students’ expression of creativity and inventiveness? Is your planning reflective of opportunities for students to articulate their inspirations and aspirations? For generations, Lego has endorsed the importance of accelerating childrens’ imaginations through creative play. With the mission statement of ‘Inspire and develop the builders of tomorrow’ Lego has moved from the confines of our homes and into the classroom with Lego Education.

Lego Education introduces WeDo 2.0, a valuable resource where students are encouraged to explore and build brick by brick, and then innovate through computers and coding. From the moment they begin building, students are engaged in the process of computational thinking, using digital software to problem solve as well as their curious imaginations to create. To begin with, students follow instructions of what to build, how to build it and step by step sequencing using the accompanying computer program. Once they understand the basic framework of Lego Education, they are then free to explore using their imaginations to create.

YOU are facilitating their learning of design and digital technologies as they imagine, create and play. YOU are providing valuable moments for your students to access digital technology in a meaningful way, with determination and purpose.

How to use this resource

Students follow the steps to assemble their creations.

Teacher assists in connecting to an iPad or laptop.

Log into the LEGO Education software.

Students use coding to manipulate and control their creation.

 

 

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Kahoot!

Subject: Digital Technologies

Strand: Knowledge and Understanding & Processes and Production Skills

Sub strands: Representation of Data & Collecting, Managing and Analysing Data

Different types of data can be represented in different ways (ACTDIK008)

Collect and present different types of datausing simple software to create useful information (ACTDIP009)

Link to the Resource: https://kahoot.it/#/

Cross curriculum priorities and general capabilities

Literacy

Numeracy

Information and Communication Technology (ICT) capability

Critical and Creative Thinking

Links to Other Learning Areas:

English

Health and Physical Eduacation

Humanities and Social Sciences

Languages

Mathematics

Science

The Arts

A classroom activity using this resource:

This resource can be implemented into any classroom that has internet connection, using either computers, iPads, interactive white boards or even mobile phones. It is designed to accomodate any of the learning areas by allowing any questions to be placed into the question boxes. A great example for this resource would be to question students on a topic that they have recently been learning. Students have to use their computational thinking skills to identify the correct answer and use their digital and ICT capabilities to answer the questions. Either the student or the teacher can comprise these questions, while the remainder has to select the correct one using a multiple choice system. Once all players have answered, the correct answer will be revealed. It is an effective way for students to focus on their own thinking and understanding of any learning area, and how technology can so simply be integrated into every day learning.

How to use this resource:

1. Visit the Kahoot website.

2. Click create a new Kahoot.

3. Insert questions that you wish to ask, as well as four answers, only one of them being correct.

4. Select the amount of time you would like to allow students to answer these questions.

5. Complete setup and get students to login to the Kahoot site using the login number.

6. Students create a player name, and login to the portal, once all students are logged in the game can proceed.

Students answer questions by pressing on their own individual technology device. After this, it will inform how many students voted for what answer, as well as what answer is correct. The students can also see who answered correctly the fastest, distributing points. Once the game has ended, a score is revealed as to who answered the most questions correctly and promptly.

Teachers can also print out the results from these quizzes to see percentages for student answers to evaluate understanding of the topic, as well as view which answers students did/ did not answer correctly for more information.

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Scratch Project Editor

Coding using a sequence of steps

Subject: Technologies

Year Levels: 3-6

Strand: Digital Technologies: Processes and production skills

Sub strand: Digital Implementation: Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)

Link to the resource:

https://scratch.mit.edu

Cross-curriculum priorities and general capabilities:

Numeracy

Information and Communication Technology (ICT) Capability

Critical and Creative thinking

Links to other learning areas:

Mathematics, Science

A classroom activity using this resource:

This resource is a great way to introduce, or extend, students’ ability to code and develop their design and computational thinking skills. The resource can be as simplified or extensive as each student requires, making it suitable for a large variety of age groups. Students maintain engagement as they create a sequencing of operations that are of interest to them, including character choice, setting, movements, etc. Students are required to generate a sequence of animations by choosing individual steps to create a whole animation. It encourages students to use their systematic, creative and logical thinking skills, and to identify how to break down and evaluate coding skills. Students can easily access this site using computers, iPads or mobile phones. It provides clear instructions and hints for how to create a wonderful animation.

How to use this resource:

Firstly, you will need to visit the website provided above. You will come to the home page.

You then need to select “Create” at the top

Then it is simple. Select your aviator, and plan a sequence of animations for this aviator by using the codes available. You can change the settings, change the aviator, change the type of actions performed by the aviator.

There are tutorials on the right hand side if you need assistance.

Add aviators, movements and sounds to create your fun animation.

You will require wifi to operate this website.

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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

 

 

 

KidzVuz and the Technologies Curriculum
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KidzVuz and the Technologies Curriculum

Looking for a fun, innovative, and interactive way of introducing vlogging to the classroom?

Look no further!

Kidzvuz is a safe, carefully monitored site where students from ages 7-12 can Vlog on 🙂

Firstly,

What is this term ‘Vlog’?

A vlog is in fact, a Video Blog. 

As defined by Cambridge Dictionary:

[It is] “a record of your thoughts, opinions or experiences that you film and publish on the internet.“

So what is Kidzvuz?

Kidzvuz is a site that facilitates the skills and knowledge for vlogging. Students can use this site to watch, review and create their own vlogs to express their passions and ideas. KidzVuz heavily promotes their philosophy of “letting kids have their say.” Prior to being uploaded, every video and comment is reviewed and approved by the site administrator to ensure a safe, appropriate and positive online environment is kept.

A classroom activity for this resource:

Vlogging opens up many opportunities in the classroom for students to express their interests and opinions confidently through technology. The subject students decide to vlog about can be chosen by the educator or by the students and it can be done individually or collaboratively. In the year 3/4 band description, it is outlined that students need to “develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.” When introducing Kidzvuz to the classroom, these areas are great to cover and for students to understand the power of influence they can have in their vlogs.

How to use:

Students will need to primarily sign up with the educator/parental consent since this site is heavily supervised. This will then grant access for students to upload vlogs they have created in class to the site for teachers, parents and peers to view. Students can provide encouragement, question or provide constructive feedback to their peers (peer assessment) by commenting on others’ vlogs.

Additional Resources:

Although this may seem like a ‘kid only’ zone, don’t be deceived! There are many resources available for teachers and parents alike! There is a parent blog associated with the site here. In this section, educators and parents can share ideas, resources, advice etc.

The ‘Nitty Gritty’

In alignment with the Australian Technologies Curriculum:

Subject: Technologies

Year Level: 3/4

Strand: Digital Technologies

Sub-strand: Collecting, Managing and Analysing data

Collect, access and present different types of data using simple software to create information and solve problems. (ACTDIP009)

Link to resource:

https://www.kidzvuz.com/

Cross Curriculum Priorities and General Capabilities:

  • Literacy (LIT)
  • Numeracy (NUM)
  • Communication Technology (ICT Capability)
  • Critical and Creative Thinking (CCT)

Links to other learning areas:

  • Literacy
  • Numeracy
Cybersmart Detectives!
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Cybersmart Detectives!

Want to build young people into smart online detectives?

This is the place to begin!

Technology and specifically, social media, has increasingly become used by children as young as 6 (some even younger!) These children are aware that there is another universe out in the “twitter-sphere” Although this new world is incredibly exciting for our young generation, there are many safety aspects that are essential for students to be aware of.

Cybersmart Detectives

What is it?

Funded by the Australian Government, Cybersmart Detectives is an engaging online resource created for teachers to implement in the classroom. This resource reinforces the ideas on the personal safety and protective measures that students need to take when dealing with strangers online.

How is it used in the classroom?

This resource is an interactive half-hour activity that is based on an animation. Students are given ‘real world’ examples and are encouraged to ‘step into the shoes’ of a Cybersmart Detective. There are clues given throughout the exercise and students are required to use their deduction skills to make predictions, conclusions and problem solve along the way.

Additional Resources:

This resource provides teachers with a lesson plan, a guide with discussion questions and printable certificates for students once they have completed the task successfully.  A follow-up lesson is included along with a second activity Cybersmart Hero which discusses the position of a ‘bystander’ in an online bullying incident. This can be accessed here.

The ‘Nitty Gritty’

In alignment with the Australian Technologies curriculum:

Subject: Technologies

Year level: 3/4

Strand: Digital Technologies

Sub-strand: Processes and Production Skills

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols. (ACTDIP013) 

Link to resource: 

https://esafety.gov.au/education-resources/classroom-resources/challenge/cybersmart-detectives

Cross-curriculum priorities and general capabilities: 

  • Literacy
  • Communication Technology (ICT) Capability
  • Personal and Social Capability
  • Ethical Understanding

Links to other learning areas: 

  • Literacy
  • ‘Personal, Social and Community Health’ – Health and Physical Ed.

 

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Creative Corner: Sequencing for Kids

  Sequencing Cards for Kids

Primary to our success in daily life is our ability to prioritise and order our daily jobs – sequencing our day and the order we will carry out our tasks. At times overlooked is the importance of giving our children the skills to do this successfully.  Equipping children with the ability to logically order and prioritise events is primal to their achievements.  This is where Sequencing Cards for Kids proves beneficial.

Why sequencing for kids?

  • Highly engaging and motivational
  • Promotes learning through doing
  • Provides visual and audio support to cater for varying learning styles
  • Sequencing skills for beginner to advanced
  • Scaffolds skills with gradual release approach
  • Self-driven at student’s own pace
  • Creative corner for kids to create own sequence using pictures/camera roll
  • Available through App Store for 0.99c – compatible with iPad/Mac/desktop

For teachers…

Sequencing for Kids supports student learning, aligns with the Australian Curriculum and is user-friendly for teachers.  Teacher’s have the ability to assign tasks to students and can save and record their completed projects. This resource caters for students from Foundation to approximately Year Four, with flexibility to cater for all student abilities (differentiation). This resource can also be used for assessment purposes when the ‘Creative Corner’ element is used – allowing student understanding and capabilities to measured in their final product. The benefit of integrating ICT to support other learning areas is highlighted in the linked article by Marianne Stenger.

    

 

Linking it…

Subject: Australian Curriculum – Technologies – Digital Technologies

Scope: Foundation – Year 2; and, Year 3 – Year 4.

Australian Curriculum Content Descriptors – Technologies only:

Foundation to Year 2:

  • Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
  • Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
  • Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
  • Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)

Year 3 to Year 4:

  • Identify and explore a range of digital systems with peripheral devices or different purposes, and transmit different types of data (ACTDIK007)
  • Collect, assess and present different types of data using simple software to create information and solve problems (ACTDIP009)
  • Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
  • Implement simple digital solutions as visual programs with algorithms involving branching and user input (ACTDIP011)

Cross curriculum priorities and general capabilities:

  • Critical and creative thinking
  • Literacy (strong link)
  • Personal and Social competence
  • Information and Communication Technology (ICT)

Further reading:

Sequencing Cards for Kids: https://itunes.apple.com/us/app/sequence-events-sequencing/id1112604707?mt=8

Study shows iPads could improve literacy skills in young children by Marianne Stenger:  http://www.opencolleges.edu.au/informed/news/study-shows-ipads-could-improve-literacy-skills-in-young-children-3489/