Assessment Task 1 Part B

Algorithmic Programming

Algorithms are step by step  instructions or a set of rules that describes how something works, for example, recipe which I have already mentioned in earlier activity or a storyboard for an animation which I have also created. This can be taught to students by getting them to think of steps they, or a computer needs to follow to complete a task. 

The teacher could also get the students to work out how the apps have been programmed into the use of computer games that they play, which will build up their appreciation for the developers' creativity, as well as the ability to use software more effectively.

Primary school should be about a balanced, broad education and about developing a more in-depth of learning. The importance and utility lies with computational thinking, which seems much more important then learning to code, but in saying that learning to code may well be the best way to start thinking computationally.

References:
Computational Thinking. Retrieved from http://milesberry.net/2014/03/computational-thinking-in-primary-schools/

Week 8: Chapter 17 Reflection

Computer Programming in the Primary School

Through this chapter there is two theoretical perspectives in programming which contributes to our understandings of the ways in which technology and programming support individual learning. The first theoretical perspective is 'Constructionist Perspective' (Papert, 1980), which is based on students constructing new knowledge when they are actively engaged in constructing something meaningful. 

The second perspective is 'Problematizing', which means to 'wonder why things are, to inquire, to search for solutions and to resolve incongruities' (Hiebert et al., 1996:12). This then sets a challenge for teachers to attend instructional design and select tasks that encourage students to grapple with key concepts and ideas. Problematizing is used in computer programming by using applications such as 'Scratch', as this is celebrated as affording students opportunities for a 'metal workout' of cognitive and collaborative skills.

This can be taught in the classroom by the teacher asking the students to create a game through Scratch, for example, where they have to create a dog that can move across the screen. As it did for myself this will encounter a challenge or problem that result in the students asking questions. This can be helped by programming activities that can challenge the students to suggest solutions and make judgments that are supported by logical thinking and problem solving skills (Clements, 1999; Marshall et al., 2010).

References:

McGann,R., & Leavy,A. (ED.). (2015). Teaching and Learning with ICT in the Primary School (2nd ed.). Abingdon, Oxen: Routledge & New York,NY: Routledge.

Week 8 - Reflection on Creating a Game

The tasks I was set was to identify key elements of the iFish tutorial, and design a fish tank with swimming fish, and a starfish and/or octopus that moves along the floor of the tank. To complete this task, I have used my process and production skills to: check existing solutions and identify transferable solutions, use and interpret data, describe the problem, and evaluate solution. I have used the iFish tutorial to complete this project, and upload screen captures of my code and game screen as evidence. 

Image 1: Redware, 2015

I watched the video as directed and then continued to the Scratch site and followed the instructions that were explained in the video and Wendy's instructions. At start i had difficulty working around the tools but after a while i had understood what i had to do and how each motion and tool worked.

Image 2: Scratch, 2015

When i arrived at the scratch site, it showed me how to get each sprite to move, add sound and change colour to each sprite. This site gave me a better understanding on how to use all different tools to make the creation that I have been asked to do.

Image 3: Scratch, 2015

Image 4: Scratch, 2015

I then went on to find the Sprite library where i found the fish, octopus and starfish that I needed for my creation. I then used the scripts to block in where I wanted my sprites to sit within the tank and how I wanted to move them across the tank.

Image 5: Scratch, 2015

I then started my sequence off for my fish, and as seen in image 5, this is what my finished sequence looked like for the fish sprite that I have selected. To come up with this sequence I followed the video instructions which he had used for his fish.

Image 6: Scratch, 2015

I then had to problem solve a sequence for the octopus which had to move from one end of the tank to the other end while staying along the bottom. I found this very difficult as he didn't show this in the video but with a lot of problem solving and figuring it out, i was able to get my octopus and starfish to move along the bottom of the ocean. Image 6 shows my finished sequence for my octopus and starfish.

Image 7: Scratch, 2015

You will find my completed video here: https://scratch.mit.edu/projects/editor/#editor

Image 7 is what my completed scratch looks like. I wouldn't recommend this activity to younger students, as this is very complex and a lot of problem solving. These kind of activities inspires you to be more persistent with each task and also keeps you motivated with practical tasks. By having the prior knowledge makes the computational brain thinking a lot easier to understand. This website can be used to teach students about the use of code and how they can design creations and solutions to problems through digital media. 

References:

Reflection. Retrieved May 7, 2015, from http://moodle.cqu.edu.au

Redware.(2015).FISH GAME. Retrieved from Redware Research Limited, http://scratch.redware.com/video/fishgame

Scratch.(2015).Untitled. Retrieved May 7, 2015, from https://scratch.mit.edu/projects/editor/#editor

Week 8 - Programming a Robot (3-4)

Here is a the Angry Birds game that I have just played.

This activity is a set of 20 self-guided puzzles that teach the basics of computer science for users with no prior experience. In each puzzle, students can write a program that gets a character through a maze. This activity uses Blockly, (a visual programming language that has blocks you drag and drop to write programs). 

Even though students will use blocks to write the code, they will be able to see the code they write represented in Javascript, (a text-based language).

This activity maps to the CSTA Standards (Computer Science Teachers' Association) for grades 3-6:

Computational Thinking

• CT.L1:6-01: Understand and use the basic steps in algorithmic problem-solving (e.g., problem statement and exploration, examination of sample instances, design, implementation, and testing).
• CT.L1:6-06: Understand the connections between computer science and other fields.

Computing Practice and Programming

• CPP.L1:6-01: Use technology resources (e.g., calculators, data collection probes, mobile devices, videos, educational software, and web tools) for problem-solving and self-directed learning.
• CPP.L1:6-06: Implement problem solutions using a block-based visual programming language.

Computers and Communication Devices:

• CD.L1:6-01: Demonstrate an appropriate level of proficiency with keyboards and other input and output devices.

References:
Code Studio. (2014). Hour of Code: Tutorials for Beginners.Retrieved from http://code.org/learn

Week 8 - Programming a Model (F-2)

Computational Thinking Skills - Algorithms (From the Australian Curriculum)

• Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems [ACTDIP004]. 

Activity 1
To give directions to a visually impaired student to get from the classroom door to the teachers desk, by only using the words forward, backward, left, right.

Steps:

1. Take 5 big steps forward
2. Take 5 big steps left
3. Take 3 little steps right.

Activity 2

Directions that can be used to make toast with Butter and Vegemite.

1. Grab bread loaf off bench. 
2. Undo bread tie.
3. Grab 1 slice of bread out of packet.
4. Put bread tie back on and place loaf back on bench.
5. Turn toaster on at wall.
6. Place slice of bread in toaster and push lever down.
7. Go to fridge and get Butter and Vegemite out and place on bench.
8. Open draw and get a butter knife and put on bench.
9. Open cupboard and get a plate and place on bench. 
10. Once toast has popped up, grab toast and place on plate.
11. Open butter, pick up you knife and get amount needed and spread on toast.
12. Open Vegemite and get amount also needed and spread on toast.
13. Place knife back on bench.
14. EAT TOAST!

This algorithm is very clear and follows the curriculum that I have mentioned at the start of the activities. To make easier for younger students that can't read, a diagram can be used to explain directions.

Week 7 - Visual Literacy

Visual literacy has a unique and positive role as a twenty-first century competency, especially the development of creative problem solving and innovative thinking. Teachers and students should be able to brainstorm and generate ideas, and then consolidate information into conceptual maps, create effective lists, timelines and system maps.

Digital literacy encompasses the personal, technological, and intellectual skills that are needed to live in a digital world. As the lines between 'traditional' and 'new' media become blurred and digital technology becomes increasingly central for full participation in society, our understanding of 'digital competence' has expanded from a focus on technical ability to include the broader social, ethical, legal and economic aspects of digital use. At the same time, digital literacy also encompasses many practical competencies for playing, learning and working in a knowledge economy that are separate from media literacy skills.

Media literacy is a critical engagement with mass media, which nowadays includes digital technologies. Additionally, as media and communications platforms converge our media practices are changing - from being external spectators and receivers of entertainment and information, to being active participants within an immersive media culture. As a result, competencies for media literacy now include a variety of critical thinking, communication and information management skills that reflect the demands and reality of digital culture.

This chart shows how skills for digital literacy and media literacy connect and intersect with each other and with other core literacies to provide a full range of competencies for 21st century life.

References:
Retrieved May 3rd 2015, from Teaching and Learning with ICT in the Primary School. Second Edition. (Sarah Younie, Marilyn Leask, Kevin Burden.

Retrieved May 3rd, 2015, from Media Smarts, http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy

Week 7 - Digital Systems and Devices

Reflection Identifying the Strategies you would use to Teach Children about Digital Systems and Devices

The contemporary curriculum guides teachers to facilitate the development of adaptable and flexible learners who know how to take on new tasks and situations, quickly and easily. Students will need to be good communicators who can competently discuss topics with others and effectively share their ideas in many forms and for different purposes. Students will need to possess excellent collaboration skills and be able to work together with many different types of people, each of whom has her or his own special disciplines and unique ways of learning and working together. Furthermore, students will need the ability to create in a variety of manners and bring their visions and ideas alive through different types of media. In this section, we discuss the ways in which students can learn to understand, communicate, collaborate and create using different modes of technology, and how teachers can use technology to assist their students in transforming knowledge and skills into products, solutions and new information. 

References:

Retrieved from 

http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1413&context=asdpapers

Week 7 - Computational Thinking

This video shows the students the four steps of computational thinking. This activity should be done in split groups where they have to create directions for the other group to draw a specific monster. The entire task must be decomposed, then teams will analyze all monsters in the catalog for patterns, abstract different details from the monsters, then use that information to create an algorithm (directions) for another team to draw a certain monster.

Week 7 - Thinking Myself Activity

By using the site 'Thinking Myself' I found the four different categories of computational thinking: abstractions, patterns, decomposition, algorithms, easier to understand and this will become a very useful tool in the classroom when teaching students.

Week 7 - Coding in the Classroom

By using the Khan Academy site, I have been able to choose an activity that I would use in my classroom to teach my students. This activity will show the students how to draw the letter H by using different coordinates. The coordinates will go from, x(distance from left to right), y(distance from top of page), w(width), and h(height).

To draw a H using rectangles, we need two tall ones on the side and a short one connecting them in the middle. The code for the first rectangle is rect(80, 70, 60, 240);. To create the second the rectangle you use the codes from the first rectangle but need to move the second rectangle to the other side of the page. Ton do this you would make the x a bigger number. The second rectangle would be rect(240, 70, 60, 240);. For the middle rectangle the code will be rect(140, 170, 100, 24);.

This activity follows the Australian Curriculum Ban of foundation to year 2. Follow, describe and represent a sequence of steps and decisions (algorithms) that are needed to solve simple problems. ACTDIP004

Week 6 - Infographic Design

My knowledge of an infographic (information graphic) is a representation of information in a graphic format designed to make the data easily understandable at a glance. People use infographics to quickly communicate a message, to simplify the presentation of large amounts of data, to see data patterns and relationships, and to monitor changes in variables over time. 

Infographics are found in most public environments, for example, traffic signs, subway maps, tag clouds, musical scores and weather charts.

After completing the task and creating an infographic myself, I can see how that this tool would be excellent when teaching in a classroom. This will get the students attention as it has less writing and more pictures to look at and explain.

This is my infographic that I have created:

easel.ly

Week 6 - What is Binary

This week I have designed a binary game for children aged between 6 years and older.
Binary is a number system that has two unique digits. For most purposes, the decimal number system is used and has ten unique digits, 0 through to 9. All other numbers are then formed by combining these ten digits. All computers are based on the binary numbering system. Addition, subtraction, multiplication and division are all possible in the binary system. 
We use the decimal system in everyday life because it seems more natural as we have ten fingers and ten toes. The same with the computer, as the binary system is electrical nature as it is charged versus uncharged. 

Week 6 - Teaching Students how to use Binary Codes

Lesson Plan for Classroom:

1. Explain the motivation for the lesson, and tell the students that we're now going to play some games which will give us practice in writing binary numbers.
2. Divide students into small groups (optional - this lesson can be done by individuals, pairs or small groups.).
3. Distribute flash cards, one set to each student or group. The first time you do this lesson you'll have to have the students make their cards. The set should look something like this example: (The large cards are approximately 3in x 4in, and the small squares are 2.5in x 2.5in. Note that the small cards have a zero on one side and a one on the other.)



4. Have students sort the cards in descending order so that the largest is on the left and the smallest is on the right.
5. Discussion: "What do you notice about the numbers on the cards?" For the younger kids it is enough for them to notice that 1+1=2, 2+2=4, etc. Middle kids should recognize 1 x 2 = 2, 2 x 2 = 4, etc. High school kids should say something like "powers of 2." They should also note that these are the place values discovered in the preliminary discussion.
6. More discussion (optional):

a. "If I had given you another card, what would it have been?" (32)

b. "How many cards would I have given you if the maximum card were 128?" (8)

7. More optional discussion: Another fun thing to point out is that each card is one more than the sum of all the cards lower than it. For example: 1 + 2 = 3 = 4 - 1, and 1 + 2 + 4 = 7 = 8 - 1. "Without taking the time to add up all the cards, can anyone tell me the sum of all the cards?"
8. Game #1: Have the students turn over the cards so the numbers are hidden. To reinforce their memory of the different place values call out numbers for them to "find." When they seem to know where all the numbers are, with a playful grin call out a number which they don't have. For example, 3. Some students might point out that they don't have 3, but they do have 1 and 2. Do a couple other sums which involve 2 cards, then move to 3 cards, etc.
9. Now flip the cards back over so that the number is showing.
10. Game #2: Call out a number, and have the students place 1s above the cards which sum to that number, and 0s above all other cards. For example, if you say 11, students place 1s above cards 8, 2, and 1, and 0s above 16 and 4. An easy one: 5 (answer 4, 1); harder: 22 (answer 16, 4, 2); last one: 15 (answer 8,4,2,1). If some students find the answers quickly, challenge them to find another solution (they won't be able to do so). Have older kids turn over the flash cards after the first example so they get to practice remembering the values.
11. Ask if anyone in the class has a system for finding an answer. Upper grades should have done so. Request that a student demonstrate the system to the group quickly. (A good method for doing this is to subtract the largest power of two you can from the original number, then subtract the largest power of two you can from that number, then subtract the largest power of 2 you can from that number, etc. until you get down to zero. For example, 37 - 32 = 5, 5 - 4 = 1, and 1 - 1 = 0. Then, write 1s in the places of the powers of two you subtracted and 0s elsewhere: 37 = 100101.)
12. Discussion

a. "What's the largest number you can get?" (31)

b. "What's the smallest number you can get?" (0)

c. "Can you do your age?" (Sure, unless you're older than 31!)

d. "Can you suggest an impossible number which is between the smallest and largest numbers?"

13. Explain that since we know the system we're using is binary, the 0s and 1s represent the original number. Older kids should see the binary expansion as a sum of products where the decimal value is equal to the sum of each binary digit multiplied by its corresponding power of 2.
14. Spend a few minutes reemphasizing the connection between binary numbers to decimal numbers. For example, the decimal value 453 is equal to four 100s plus five 10s plus three 1s. Similarly, the binary value 111000101 is equal to one 256 plus one 128 plus one 64 plus one 4 plus one 1. You may want to point out that just as the place values in the decimal representation are powers of 10, the place values in the binary representation are powers of 2.
15. Game #3: What number is (binary) 11001? 1011? Try to have the advanced students visualize the cards.
16. Can we do all numbers up to the maximum discussed above? To answer this question we need 4 volunteers, each of which holds a large 0/1 card. (We won't go all the way to 31. That would take too long. Instead we'll go to 15.) Each of these 4 students represents one of the flash cards used in the earlier exercises. Have the remaining students direct the 4 students to show 0s or 1s, and sit or stand accordingly. Start with 0, all 4 students should show 0s, and be seated. Next do 1, students should show 0001, and the rightmost person should stand up. Then 2 should be 0010, etc. Try to elicit a system for incrementing the numbers. Point out that this system is like adding 1 each time. Younger kids may not see a system.
17. Discussion: Can all numbers be represented using only 0s and 1s if I gave you enough cards? What's a simple proof of this? (Answer: we can always add 1, so we can start at zero and get up to any number.)

Week 5 - Final Reflection

Well what haven't I learnt in the last five weeks of this course?
My favourite part of participating in this design process, has been developing a wiki page with a group of peers from around Queensland and writing reflections in my personal blog spot. I have learnt how to use online concept mapping, screen shooting and embedding, which I have found that this would be a great way in educating students about technology within the classroom.

Throughout this challenge I was given numerous templates to assist when completing set tasks. This is also a big help and it will also help assist students with certain tasks that they are given. This subject has also helped me with the different use if technology and what it can do. Through these first five weeks it has helped me understand how important it can be in educating students. Technology helps students feel more independent and unique unlike other subjects.

Week 5 - Reading Reflection: Online Peer Assessment

Peer Grading verse Peer Feedback

Peer grading helps increase student performance on written exams and decrease failure rates in courses. Where peer feedback, together with the required revision, is a process-approach of writing within the classroom and is still yet undetermined if it improves a students writing.

Effects of Peer Feedback on Assessors and Students

This is beneficial to both the assessor and student, as the teacher can evaluate the work of a student, which will show them what the student knows and what improvement is needed. It is beneficial to the student as they can see what needs more attention and where their strong points are. 

My Pedagogy

I believe that both peer grading and peer feedback should be given, however in saying that, peer grading should be given by the teacher and only to the parent and student in private to minimise the bulling in the classroom. When a student receives good feedback it helps with their future studies and students will gain more confidence in their work.

References

http://www.sciencedirect.com/science/article/pii/S1060374399801179

http://www.lifescied.org/content/9/4/482.short

Week 5 - Reflection: Multimodal and co-constructed learning

Benefits that came from a co-constructed learning environment are:

• Students are more engaged and motivated due to the learning task that are set for them.
• Students become more independent, self-regulated and more autonomous learners as they took charge of their own learning.
• Students interests and learning needs were identified and incorporated into the teaching curriculum.

There is even benefits for teachers, which include:

• More time during class to work with students and observe the learning that has taken place.
• Students motivation has translated to productivity.

With all these changes, teachers will be able to transform their classrooms with the help of ICT which will help develop a co-constructed pedagogy more quicker and easier.

These days children are using multimodal sources from an early age, which help enhances the students learning capabilities and engagement and motivation in each subject.

This image shows that curriculum contains spatial and temporal dimensions. However, it is important for children to understand the interrelationships between the past, present and future.

My next diagram shows how future thinking promotes the knowledge, skills and understanding in students in order for them to think more critically and creatively about whats in the future and what it holds for us.
 
These five points that Wendy Fasso (University Teacher) has mentioned, I also believe that they are very important with all lessons for students for all ages.

References

http://www.teaching4abetterworld.co.uk/futures.html

Week 4 - Peer Evaluation Process

I found this week, my group was very understanding when it came to peer feedback, due to my busy lifestyle of full-time work, full-time university studies, running of my own business and mother to three children under the age of 7. When I did evaluate other peers work, I found the template great to use. I also found when evaluating peers that their work was well set-up and found how I could improve my own work.

Week 4 - Process Reflection on my Winning Design

Winning Design is Baked Chicken Spring Rolls

I have now finished my design process for my winning design, Baked Chicken Spring Rolls. After completion I posted my design process on my wiki page for the other students in my group to provide feedback on my design.

After making the product myself, I realised that once all ingredients were cooked and prepared (by an adult) the children were then able to place all ingredients into the spring rolls and were able to then wrap the spring rolls ready for baking. This meal is very nutritious, healthy and a meal that children would love to eat even with the hidden vegetables.

Week 4 - Reflection on Web 2.0 and Classrooms

The Web 2.0 provides opportunities for students to be creative, have a degree of control over their own learning, to be able to solve problems, to help improve their personal IT capability and to work cooperatively.

The 'Es' of Web 2.0 has 3 factors that were termed 'Es' of Web 2.0. They are as follows:

1. Enjoyable and Exciting - students are able to show off their work through Web 2.0, which shares with a wide audience.
2. Energises Learning - by working in groups students can exchange ideas, challenge each other and learn from each other.
3. Emancipatory- this provides students with the opportunities to take responsibility for their own learning. 

Web 2.0 in Education

The impact of learning also takes place beyond the classroom. This now means that we can learn technology and communicate whenever and wherever. While digital technologies have merged the boundaries of work and play.

References:

Younie, S., Leask, M., & Burden, K. (2015). Teaching and Learning with ICT in the Primary School (2nd ed.) Abingdon, Oxon & New York, NY: Routledge.

Week 3 - Reflection on How Children Learn Technology Today

In today's generation, children are all over technology use, for example, video games, IPads and IPhones. My 2 year old has managed to unlock my IPhone and navigate herself around the phone to get to the games that she wishes to play. I have listed a few examples below of what encourages technology:

• Video games encourage children to solve problems.
• Story lines in children's TV shows encourage children to follow more than 1 narrative at a time.
• Electronic media has shown that children are more social, confident and comfortable when it comes to solving problems than non-gamers.
• Technology educates children the best ways that are suited to their personal learning styles.

Learning with Technology

I have done some research and found 8 ways in making sure that each child's experience with technology are educational and fun. The include the following:

• Focus on Active Engagement
• Allow for Repetition
• Make it Tactile
• Practise Problem Solving
• Encourage Creation
• Show Him/Her How to Use it
• Ask Why
• Focus on Play 

References:
http://www.lvhn.org/wellness_resources/wellness_articles/technology_and_your_health/how_technology_can_help_children_learn

http://www.education.com/magazine/article/11-ways-kids-learn-with-technology/

Week 3 - Reflections on Design Process

Teaching Science in Primary Classrooms

There are 3 core principles for the science that takes place in the primary classroom, they are:

1. It is real science: this method is new, creative and original to the students and has real value (NACCCE, 1999) it is also science that help build the students natural curiosity, inventiveness and wonder (Rose, 2008: 8).
2. It is rooted in investigative work: the best science that is presented in the primary classroom is hands-on and investigative work. Schools should ensure that the students are engaged in the scientific enquiry, including practical work (Ofsted, 2011: 8), as students need time to purse their own ideas in science (Harlen and Qualter, 2009: 48).
3. It develops models and criticality: students must be given the opportunity to challenge their existing ideas (SCORE, 2013: 7)

Design Challenge using Coggle

Coggle is a great idea to explain to the students of what is going to happen in the challenge that is set. It also breaks down each area to show what goes with what do get the end result. The students can use this tool to express their feelings, emotions and create their own challenges that are set in the classroom. 

The main design goal of coggle is to be really simple, in which it is once you have the hang of things, and it being the effective means of communicating information in the 21st century.

At start this meant that coggle was very restrictive about what could go into it, but as soon worked out that breaking everything down into short-single lines was the right way to go. 

Week 2: Technology Design Cycle

Technology Design Cycle

Tagxedo - Understanding Technology

Pedagogy

Sunday 15th March

Week 1

Pedagogy Associated with Curriculum

Verbs: What Students do	Associated Pedagogy
Assess	Students should be supported in developing criteria with which to assess ideas/elements/design that meet their brief. This requires scaffolding and support in thinking. It also requires collaboration as students negotiate a range of perspectives on issues and success criteria.
Manage	The implication here is that students are managing... and therefore the teacher's role must change to that of facilitator and support. Students should be managing their own projects, and will be required to develop timelines and plans to manage the process.
Investigate	Students need to be supported by teachers when investigating the need and opportunities for designing which will further help with their design solutions.
Designing	When students go out to play they don’t take into consideration the design of the playground. So the teacher’s role is to encourage them to evaluate and consider different design ideas.

Design and Computational Thinking

Design thinking provides students with the opportunity to consider the environmental impact of decisions, re-design and re-engineer products, services and environments to support more sustainable patterns of living. For example, sustainable food supply.

Computational thinking includes problem solving techniques and strategies, such as organizing data logically, breaking down problems into components, and the design and use of algorithms, patterns and models.

Overview of technology presented by Jose Anazagasty

Reflection on the message that is delivered and presented by Jose Anazagasty states that it  “ is no longer considered as a collection of devices, or more generally, as the sum of rational means. Technology is inherently social; it is social all the way down. The social and the cultural are deeply enmeshed in scientific and technological practices and as a result on technologies themselves. Put differently, technology is determined in its meaning and normative content, not by technical rationality alone, but by the socio-cultural world in which it is embedded and which is entrenched in the technology itself.

Reflection from Textbook
The following dot points are important in visual literacy: 

• Keeps the brain active
• Interesting and fun
• Collaborative engagement
• Thinking outside of the box
• Engages visual learners
• Increases comprehension and vocabulary 

Aims and Rationale of the Technologies Curriculum

The following are aims that develop the knowledge, understanding and skills that ensure students:

• Investigate, design, plan, manage, create and evaluate solutions
• That students are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time
• Make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future
• Engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions
• Critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

Aims - Design and Technologies

Design and Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, students:

• Develop confidence as critical users of technologies and designers and producers of designed solutions

• Investigate, generate and critique innovative and ethical designed solutions for sustainable futures

• Use design and systems thinking to generate design ideas and communicate these to a range of audiences

• Produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes

• Evaluate processes and designed solutions and transfer knowledge and skills to new situations

• Understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society.

Aims - Digital Technologies

Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that students:

• Design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs

• Use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions

• Confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings

• Apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences

• Apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.

WEEK 1 - My Thoughts of Technology - Use of Tagxedo

I have found ways that a Tagxedo can be re-purposed for students in the classroom:

• Students could input their readings into tagxedo as a comprehension tool to see which are the most important words or phrases from an assigned reading.
• Students could input their own writing into tagxedo in order to see if they are using filler words too often. They can also crosscheck that the words that show up larger within their word cloud actually portray the point that they are trying to convey.
• At the beginning of the year, students could create a word cloud to describe themselves to their teacher and their classmates.
• Students could create word clouds that represent their theme for a piece of writing or a project and then use these word clouds as title pages.