Digital Technologies processes and production skills

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Hopscotch

Using Hopscotch in the Classroom

Subject

Digital Technologies

 

Year Level

6

 

Strand

Digital Technology Processes and Production Skills

 

Sub strand

Digital Implementation

Implement and use simple visual programming environments that include branching (decisions), iteration (repetition) and use input (ACTDIP020)

Link to Resource

https://www.gethopscotch.com/

 

Cross Curriculum Priorities and General Capabilities

Numeracy, Information and Communication Technology (ICT) capacity and Personal and Social Capacity

 

Links to other Learning Areas

Literacy, Numeracy and Science

 

A classroom activity using this resource

Hopscotch can be used to teach students core coding concepts and language. Students can create their own mini-games on Hopscotch which, when published, their peers can play! If it is the students first experience with the App, explain what Hopscotch is first and what they will be creating as an end product. Telling students they will be publishing their own game for peers to play will spark their interests and give them the incentive to actively participate. Firstly, ask the students to click on Geometry Dash. This will be the game they will be creating. There is a YouTube video (https://www.youtube.com/watch?v=BO4II-DZTeo&list=PLOdVzumQi5YC-TaJloe9J3EqHpDJJWvWg&index=1) which explains how to create the game. This video can be paused and played by the teacher at the pace suitable for the class. Once students have had experience with the App and the game and are confident enough, they can make up their own Geometry Dash game which can be published for their peers to play.

 

How to use this resource

In order to use this resource, the app needs to be downloaded onto the class iPads. It is a free download from the App Store. Hopscotch can be used in many ways, such as creating own mini-games, drawing and patterns, Minecraft remakes, mini-websites, 2-player combats and much more. When using Hopscotch, students will be learning core coding concepts as well as problem solving, computational thinking and programming. There are many YouTube videos which help explain how to make a mini-game or use other parts of the App. It is recommended before teaching it to try it out first to get a good understanding of what you will be teaching. YouTube videos can be played on the IWB in the classroom where students can follow along at the pace needed. If students already have experience can move on ahead or help others in the class who are struggling. The Hopscotch website also has plenty of resources, even a curriculum, for teachers to use when they are teaching. When students are happy with their creation, they can also publish them so their peers can have a go at playing the game they created. Hopscotch is easy to use and student-friendly which is perfect to use in a classroom.

 

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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

 

 

 

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Seesaw

Seesaw

SeeSaw

Subject

Digital Technologies (or any learning area)

Year Level: 4/5/6

Strand: Digital Technologies: Process and Production Skills

Sub Strand: Digital Implementation

Curriculum Links:

Year 4: Work with others to create and communicate ideas and information safely, using agreed protocols (netiquette) (ACTDIP013)

Year 5-6: Create and communicate information, including online collaborative projects, using agreed social, ethical and technical protocols (code of conduct) (ACTDIP022)

Link to resource:

http://web.seesaw.me

Links to to other learning areas:

Seesaw can be used for any learning area in the curriculum:

  • English
  • Mathematics
  • HASS
  • Science
  • The arts
  • Health and Physical Education

General Capabilities:

  • Literacy
  • Numeracy
  • Information and communication technology (ICT) capability
  • Critical and creative thinking
  • Intercultural understanding

How to use this resource:

I was able to use Seesaw on my ATP and can be used in any upper primary classroom. Students are able to independently document what they are learning in class. They are able to take photos, screenshots or videos of any task. Students then upload and publish the document to the class blog which enables all students to view and comment on the work. The application is easily accessible for teachers, as it can be used on a mac, PC or iPad. Therefore, it is a great source to publish any summative assessment, as it allows teachers to always access it and review it at a later date. Seesaw offers clear communication to parents, as they are able to witness their child’s learning and comment/provide feedback when they see necessary.

SeeSaw 2 SeeSaw 3 SeeSaw 4

 

Scratch Jr – Coding for kids!
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Scratch Jr – Coding for kids!

Scratch Jr Screenshot (Retireved from https://itunes.apple.com/au/app/scratchjr/id895485086?mt=8)

ScratchJr Screenshot (Retrieved from https://itunes.apple.com/au/app/scratchjr/id895485086?mt=8)

Subject: Digital Technologies

Year level: F – 2

Strand: Digital Technologies Processes and Production Skills

Sub strand:  Creating solutions

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004) – see link

Links to the resource

https://www.scratchjr.org/index.html – There are many links within this resource to learn how to use and master the application!

https://play.google.com/store/apps/details?id=org.scratchjr.android

https://itunes.apple.com/au/app/scratchjr/id895485086?mt=8

Cross curriculum priories and general capabilities

Literacy
Numeracy
Information and communication technology (ICT)
Critical and creative thinking

Links to other learning areas

Mathematics
English

All about ScratchJr

Scratch Jr is a free application available on Andriod and Apple devices including iPads which allows students to create their own interactive stories and games through coding. Students learn sequencing skills as well as how to problem solve and design projects in a motivating and engaging context. Students use programming blocks which they sequence to make characters move, jump, or even dance and sing! They are able to add their own voices and sounds to personalise their learning experiences using ScratchJr. The application itself has been designed to be developmentally appropriate for students aged 5-7, matching their cognitive, personal, social and emotional development.

How to use ScratchJr

ScratchJr has a plethora of options for customisable stories for students to create, but the first step is to download the free app for the Google Play store or Apple Store (see links above). The next step is to learn how to use the program, and thankfully there are plenty of videos and guides that can be accessed to learn the programs interface, as well as customisation options, block descriptions and tutorials that can be found here from the creators of the application.

The basics of how to use ScratchJr is to create a project, choose an appropriate background and start customising characters.

ScratchJr Character Customization (Retrieved from https://www.scratchjr.org/images/learnpaint.png)

ScratchJr Character Customization (Retrieved from https://www.scratchjr.org/images/learnpaint.png)

The next step is to start programming the characters to move and behave using the programming blocks. These can make characters move forwards, backwards, spin and jump along with interacting with other characters! A video on character animation can be found here. A video on how to make characters interact along with other trigger blocks (blocks that make the characters do things) can be found here.

ScratchJr Sequence of Steps (Retrieved from https://s-media-cache-ak0.pinimg.com/564x/50/dd/58/50dd5812dd4c225fabe593d80b859f18.jpg)

ScratchJr Sequence of Steps (Retrieved from https://s-media-cache-ak0.pinimg.com/564x/50/dd/58/50dd5812dd4c225fabe593d80b859f18.jpg)

Students can add as many slides, characters and animations they want to all while learning coding in a way that doesn’t feel like learning at all! Students develop teamwork, build designing and planning skills all while learning coding and sequencing.The sky is the limit with students imaginations being the only boundary to what they are able to create.

Using ScratchJr in the classroom

ScratchJr is an engaging and interactive application that will get students programming, using computational thinking and coding without even knowing it by creating animated stories. There are many lessons that can be based around learning how to use and create projects with the ScratchJr application. ScratchJr.org has very helpfully developed an Animated Genres Curriculum, created by the Developmental Technologies Research Group of Tufts University which dictates a series of modules and lessons to introduce, practice and implement the ScratchJr application. It starts by introducing the basic features of the application, and as lessons go by, introduces and uses more and more of its exciting features. It is six week program and can be found here. There are also a variety of activities which gives students (and teachers) a quick way to learn how to do new things in ScratchJr, organised from simplest to hardest for the users convenience found here.

ScratchJr is used in the classroom to develop students abilities in coding, algorithms and computational thinking and there are lots of activities the teacher can develop to challenge and enhance students learning. One activity could be for students to re-create a project that the teacher shows them in full screen (where the blocks are hidden) which develops their observation skills and problem solving. Literacy can be introduced by the use of dialogue between characters where spelling, punctuation and grammar can be a focus. Numeracy can be developed by the ability to create mazes with customisable backgrounds that students navigate characters through, practicing and using sequencing of steps in a meaningful and engaging way. More ideas can be found here.

Teachers and students use their imaginations to plan and create projects which foster engagement in coding and programming with a totally personalised experience which they are bound to enjoy.

 

Code with Daisy the Dinosaur!

Daisy the Dinosaur

Daisy_the_Dino_Logo_F0CDECD5AA3A7

Year Level: F – 2

Subject: Digital Technologies

Strand: Digital Technologies Processes and Production Skills

Sub Strand: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)

Elaborations:

  • 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

 

Link to Resource:

Information and Download: https://itunes.apple.com/au/app/daisy-the-dinosaur/id490514278?mt=8

How to use: https://www.youtube.com/watch?v=JNStkjGhxGQ

 

Cross Curricular Priorities and General Capabilities:

  • Literacy
  • Numeracy Numeracy
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability

Links to other learning areas:

Mathematics and Information and Communication Technology (ICT)

Daisy the Dinosaur: Information and ways to integrate into the classroom setting. 

Learn the basics of computer programming with the ever so cute Daisy the Dinosaur!

Daisy the Dinosaur is a free iPad app that introduces young children to the world of coding. It uses an easy  ‘drag and drop’ interface and simple steps such as move, spin, jump and roll used to animate Daisy as she prances and dances across the screen. As students engage with this program, they intuitively learn the basics of object control, repetition and sequencing as well as simple language commands as they solve Daisy’s challenges. Consequently, allowing students to create animations and games at their own level.

Below is an activity that can be used by teachers to introduce students to simple coding using simple language commands.

Activity: After completing the Daisy the Dinosaur challenges located within challenge mode, assign 3 set tasks that reinforce the key points learnt throughout using simple language commands.

Task 1: Make Daisy move FORWARD, TURN, GROW and then MOVE.

Task 2: Make Daisy move FORWARD and JUMP to the end of the screen.

Task 3: REPEAT 5 times.

As an extension or early finishers, allow students to create a task for Daisy the Dinosaur and share with another member of the class.

 

How to use this resource:

Navigation is made easy! Follow the simple steps below to get started.

Step 1

 

 

 

 

 

 

 

 

 

 

 

 

 

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Graph Paper Programming

Subject: Digital Technologies

Year Level: 3-6, 7-8

Strand: Digital Technologies processes and production skills

Sub strand: Digital Implementation

Link to the resource

https://studio.code.org/unplugged/unplug3.pdf

General capabilities

  • Literacy
  • Numeracy
  • Critical and creative thinking
  • Information and Communication Technology (ICT) capability,

Links to other learning areas

  • English, Maths

Introduction

Overview

An effective activity where students are introduced to understanding basic computer programming with the use of no computers.

By programming one another to draw pictures, using an algorithm,  students will begin to understand what programming is really about.

This activity is a simple way to demonstrate and introduce how coding works. Students learn how to write a set of instructions (algorithm), using only arrows and scribbles,  that they will use to instruct peers to recreate simple images or shapes on graph paper.

A classroom activity using this resource

Students use a set of pre-defined commands to write their own algorithm.

  • After a whole class introduction to this concept students, in pairs, choose an image to draw with their partner.
  • Students can discuss the algorithm to draw that image with their partner. The images provided can be as basic or as complex as required. These are some of the examples provided by Code.org.

  • Convert the algorithm into a program using the symbols
  • Test the code and see if the result is the same as the chosen image!
  • Students could swap programs with another pair and attempt to draw their image by reading the code

This activity can be used for a range of learning stages. Ensuring the images supplied are varied and increase in complexity when required, will mean all students can be stimulated during this learning process. Students could also be challenged by designing their own images, program these and  giving to a peer to recreate.

Other useful links

Learn Code.org lesson plan guide, graph paper images, activity sheets and assessment

Students can practice and consolidate their skills using these Learn Code.org multiple choice puzzles–

 

 

 

 

 

 

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Kidblog

Resource Name: Kidblog

Subject: Digital Technologies

Year Level: K – 12

Strand: Digital Technologies Processes and Production Skills

Sub Strand: Using digital systems

Link to resource: http://kidblog.org/home/

Links to other learning areas:

  • English
  • Math
  • Science
  • Humanities and Social Sciences
  • The Arts
  • Health and Physical Education
  • Languages

General Capabilities:

  • Literacy
  • Numeracy
  • Information and communication technology capability
  • Personal and social capability
  • Ethnic understanding
  • Intercultural understanding

Resource Overview:

Kidblog is an interactive classroom blogging space designed for teachers to provide their students with an individual blog where ideas, information and activities are shared. Students have the ability to publish posts and participate in academic discussions using a global networking community. Kidblog is a simple and safe blogging site for students to publish writing safely online. Teachers are able to monitor student activity at all times, allowing a kid-friendly publishing experience to take place with meaningful purpose. Sample cross-curricula activities include: math problem solving, science notebooks, creative writing, and book club.

                                        

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BrainPOP

Resource Name: BrainPOP

Subject: Digital Technologies

Year Level: K – 12

Strand: Digital Technologies Processes and Production Skills

Sub Strand: Using digital systems

Link to resource: https://www.brainpop.com/

Links to other learning areas:

  • Science
  • Social Studies
  • English
  • Math
  • Engineering & Tech
  • Health
  • Art & Music

General Capabilities:

  • Literacy
  • Numeracy
  • Information and communication technology capability
  • Personal and social capability
  • Ethnic understanding
  • Intercultural understanding

Resource Overview:

BrainPOP is an interactive resource which caters for students of all ages from Kindergarten to Year 12. It consists of a wide variety of subjects to support students and educators in individual and whole class learning. BrainPOP encourages students to achieve higher goals and achievements through quizzes, educational games and engaging activities. It is a fantastic way to promote higher order thinking and learning at a school and home based learning environment.

 

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Garageband

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Subject: Digital Technologies

Year Level: 3-4, 5-6

Strand: Digital Technologies Processes and Production Skills

Sub-Strand: Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)

Link to Resources: https://itunes.apple.com/au/app/garageband/id682658836?mt=12

Cross Curriculum Priorities and General Capabilities: Literacy, Information and Communication Technology (ICT), Critical and Creative Thinking

Links to other Learning Areas: English, Music

A Classroom Activity using this resource:

This app resource can be used in the classroom setting for students to produce an audio music clip, with lyrics written by themselves. This app can also be used for students to add music and sound effects to their stories, they can write a story and record this on garageband, while also being able to add sounds to make their story different and appealing.

How to Use this Resource:

 

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Using PBS Learning to create Box Plots

PBS LEARNING

 

Subject: Digital Technologies

Year Level: 5

Strand: Digital Technologies: 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 visualize data in context to create information (ACTDIP016)

Link to the resource:

http://www.pbslearningmedia.org/resource/mgbh.math.sp.fivenumber/box-plot-and-five-number-summaries/

and for creating a graph online: http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=1edaf38927d74664beb192d0309e9a39

 

General Capabilities:

  • Creative and Critical Thinking
  • Information  and Communication Technology
  • Numeracy
  • Literacy

Links to other learning areas

Mathematics: Statistics and Probability – Data Representation and Interpretation

  • Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies(ACMSP119)

Classroom Activity

The Box Plot and Five Number interactive graph on PBS learning media is an excellent way for students to interact with digital technologies, and discover numerical data such as the max, min and median, as well as the ranges (“Box Plot and Five Numbers Summary”, n.d.).  This activity can be used to compare the differences between Bar graphs and Box Plots, and explore what numerical difference both number plots represent.

The teacher can work with a whole class of year five students, and use the interactive graph to move between both numerical representations of data, so students can illustrate a difference between them (“Box Plot and Five Numbers Summary”, n.d.). The teacher can also facilitate questioning to link box graphs with other graphs students may have worked with before (picture graphs, scatter graphs), to understand the purpose of different numerical representations.

This particular resource relates to the digital technologies curriculum because it allows students visualize different types of data on a digital format (“digital technologies”, n.d.), and allows students to understand how to interpret data in different type of numerical graphs – for example, making sure the data input us correct so students can see a trend in the graph (“digital technologies”, n.d.).

How the resource works

Prior to the activity, the teacher must first create an account to be aloud access to the learning activity. Once the teacher has logged on, they must print out the student worksheet, which is located at the ‘student materials’ link.

To begin activity, the teacher much have the map up on a interactive white board, or another classroom tool, so all student can see the graph. The teacher will start by asking questions about the graphs, such as “have you seen a bar graph before?”, “why do we use graph to represent data?”, “have you seen a box graph before?”. The teacher will then walk through the comparison between graphs, and explain to the students how to create a box graph from the data represented.

The students will then be put into pairs and given the worksheet, a calculator, and if a available a digital tool, such as an iPad or a computer to use the interactive box plot to help explain their task. (if an iPad or computer is not available for every student, keep the graph up on the smart board or digital tool, and allow students to freely walk up and interact with the graphs to determine the differences).

Once students have completed their graphs, have a class discussion about the data represented in their graphs, and what their graphs can tell you.

For an extension to this activity, use the online graph creator to represent this data in another type of representation, such as a pie graph.

 

References

Box Plot and Five Numbers Summary. (n.d.). Retrieved From: http://www.pbslearningmedia.org/resource/mgbh.math.sp.fivenumber/box-plot-and-five-number-summaries/

Digital Technologies. (n.d.). Retrieved From: http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1