Assessment 1B

When I first began this course about Technology, 8 weeks ago, I initially thought it would be very boring and learning how to use digital systems such computers and Ipad’s and perform simple tasks such as excel or word. I had never really had much appreciation for Technology and have always resented how digitalised society is becoming and dreaded the future of technology in regards to the Education system. However it is clear that society is becoming more and more digitalised therefore we (as teachers) need to keep up with that demand and educate our students about Digital Technologies.

As soon as I began the course I found it very daunting and could immediately see the differences between Design Technology and Digital Technologies. However through the weekly challenges and great support from peers and lecturers I have found the course very interesting and it has quickly became my favourite for this term. It is amazing learning about all the different technologies and how we can support/use them in our classroom pedagogy and I have gathered an immense range of resources to take with me throughout my career.

When I started learning about binary code I was very intimidated coming straight from Design Technologies, which I had felt I had done rather good in, to being so confused as soon as I started Digital Technologies. However as I said, with help from others I realised it wasn’t that scary and I rather enjoyed all the examples and video lesson demonstrations provided on moodle. I realised they were easy games I could use either with digital media or ‘unplugged’ with all ages of students. I was less confident then I am now, when I first began this stage of the course however I can say I am a little more confident now and probably still have a lot more learning to go yet before I am very confident in this field. However I have still effectively used digital systems to “automate the transformation of data into information” (ACARA, 2015a) as seen through the links provided.

Throughout this course I have participated in a variety of challenges that I can use in my classroom pedagogy. I have investigated, designed, planned, created and evaluated solutions to various problems that have occurred. Throughout designing these solutions I have always considered the environmental impacts and kept in mind a sustainable future. Which is what my students would be required to do when they are designing their own games or fulfilling challenges set for them, similar to the challenges I have undertook. Each challenge I have participated in over the last few weeks have been based on the four key concepts of computational thinking; abstraction, decomposition, algorithms and patterns.  I have created digital solutions to the problems that have been handed to me using the before mentioned key concepts as well as data collection, representation and interpretation, specification and implementation.

The Rationale for the Digital Technologies Curriculum mentions the learning benefits for students during participation in the course. I have to agree with it because through the challenges I have participated in, that I will utilise in my classroom, I know my curiosity, persistence, innovation, creativity, confidence and respect (ACARA, 2015b) have heightened and I will expect the same results from my students.  I can teach Digital Technologies to my students using either independent or collaborative techniques to portray my message to the students.

Through educating my students about Digital Technologies they will learn a “critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies” (ACARA, 2015c). I will educate my students on how to become innovative creators of digital solutions and effective users of digital systems (ACARA, 2015d).

Through the completion of various challenges throughout the last 3 weeks, I believe I have further developed my computational thinking. All challenges I have partaken in have involved me using my problem-solving skills through digital systems, logically organising data, breaking down problems and designing and using algorithms, as can be seen through the links provided. In my classroom I will enlist challenges similar to all of the ones which will further enhance their computational thinking as well.

References

Australian Curriculum Assessment and Reporting Authority: Digital Technologies. (2015a). Aims. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/aims

Australian Curriculum Assessment and Reporting Authority: Digital Technologies. (2015b). Rationale. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1

Australian Curriculum Assessment and Reporting Authority: Technology. (2015c&d). Rationale. Retrieved from http://www.australiancurriculum.edu.au/technologies/rationale

 

Week 8: Simple algorithmic programming

I have chosen to discuss the challenge I participated in earlier in the week, Programming a Robot (3-4). The Angry Birds game from the Hour of Code website provides students with the knowledge of how to code and program however it doesn't allow them to program their own game using code. Using a site like code.org would be good for younger students to prepare them for learning about code in a more advanced environment in the later years or to remind older students about coding and programming before demonstrating how they can use the code to program their own game. However learning about how to code and program will still allow students to further develop their computational thinking in areas such as algorithms, decomposition, patterns and abstraction. They will be decomposing the information they are provided with, viewing the various patterns to make critical decisions as to which code block is most appropriate for the program sequence,  view the hidden codes/patterns behind each block, abstract the necessary codes needed for their game sequence and voila they have their algorithm! Each time they complete a step or algorithm they can see all the previous steps I have just spoken about and move on to the next algorithm to add to their sequence.

In my classroom I could teach students about code through other websites such as  the Khan Academy site to see how the code develops the picture. Then move to sites such as the Thinking Myself site, that would allow them to see the computational thinking involved in programming. I would also use unplugged games such as the one mentioned in this video.


Using a game similar to the one mentioned in the video will allow students to see how using code isn't reliant on using computers. Technology is a variant that can be uses in a variety of environments.
Once the students have learnt other lessons such as the ones I have mentioned, I would introduce the Angry Birds game and have a discussion about how it uses code and programming and whether they would like to design their own game and what sort of games they would like to design. Depending on the age we could then move onto designing their own game on Scratch or if to young I could look at designing an unplugged game with simple algorithms such as the one in the video they have previously done or getting students to design a game the whole class can partake in using simple steps they have designed themselves. They could do this collaboratively in groups of four and use online mind mapping of their ideas, draw up their designs and their step-by-step process. They would need to consider sustainability, their prospective audience and healthy and safety. After a week or so of planning this the teams swap games to evaluate each other and provide peer feedback. Then they culminate those ideas and provide their final games for the class to play as one. This is an excellent way to support the students computational thinking, allowing them to further understand programming and coding and how it can be used either with technology or unplugged.

In terms of the curriculum, the students would be, a) creative and discerning decision-makers b) manage data, information, processes and digital systems c) using design thinking d) developing digital solutions e) effectively using digital solutions f) using computational thinking; abstraction, data collection, algorithms, pattern identification, decomposition. (Australian Curriculum Assessment and Reporting Authority, 2015)


References
Australian Curriculum Assessment and Reporting Authority. (2015). Rationale. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/aims
Australian Curriculum Assessment and Reporting Authority. (2015). Aims. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/aims

Week 8: Programming a Model (F-2)

Computational Thinking Skills - Algorithms:

Image 1: ACARA, 2015

Image 2: Fasso, 2015

ANSWERS

1.

a) Forward 3 steps
b) Turn left
c) Forward 8 steps
d) Turn right
e) Forward 2 steps
f) Turn left

I found that other peoples step sizes vary and could cause an issue. Maybe need to identify ‘take small steps etc.’. Another alternative would be to move the desk closer to the door so there isn’t as many required steps.

2.

a)  Get bread out of freezer.

b) Undo bread tie

c) Get 1 piece of bread out of packet

d) Put bread in the toaster and push lever down to toast it

e) Close bread bag with previous tie and put back in freezer.

f)  Get vegemite out of cupboard and butter out of fridge.

g) Get butter knife and plate out of the draw.

h) Once toast has popped up put toast on plate and use knife to get desired amount of butter out and spread on toast.

i) Get desired amount of vegemite out of jar with knife, spread on toast.

j) Eat

It is clear how these activities link with the curriculum stated above and through participating in them I can identify with them better. I can see their usefulness in a classroom and how it is an easy activity to get students thinking algorithmically or computationally.

References

Australian Curriculum Assessment and Reporting Authority (ACARA). (2015). Foundation to Year 2 Content Descriptions: Digital Technologies Processes and Production Skills. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#cdcode=ACTDIP004&level=F-2

Fasso, W. (2015, May 4). Week 8 Course Materials: Digital Learning Challenge: Programming a model (F-2). Retrieved from CQUniversity e-courses, EDCU12039: Design and Digital Technologies, http://moodle.cqu.edu.au

Week 8: Programming a Robot (3-4)

I have just played the angry birds game from the Hour of Code website

I found it, as the Frozen game, an educational resource that students would relate to, enjoy and want to participate in. I enjoyed using code to explore the game and love how you can uncover the code and see how the bird is able to move and what each movement is in code. It is a good game to relate to other lessons on code that have been discussed in other journal entries. It introduces computational and algorithmic thinking to students, which can also be linked to other lessons that I have discussed in other entries. Through this activity students will learn some widely beneficial lessons such as learning more in depth about digital systems, further developing their computational and systems thinking, learning how to manage data and the variety of uses of computer code whilst fostering curiosity and persistence. They will also meet lesson outcomes such as using their computational thinking and knowledge of the key concepts of abstraction and algorithms to create digital solutions (Australian Curriculum Assessment and Reporting Authority [ACARA], 2015) and being able to "confidently use digital systems to efficiently and effectively automate the transformation of data into information..." (ACARA, 2015).

References
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2015). Rationale. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/rationale
ACARA. (2015). Aims. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/aims
CODE STUDIO. (2014). Hour of Code: Tutorials for Beginners. Retrieved from http://code.org/learn
Philips, T. (2015). Computational thinking. Retrieved from http://tessphilips.blogspot.com.au/2015/04/computational-thinking.html
Philips, T. (2015). Week 6: Binary code game. Retrieved from http://tessphilips.blogspot.com.au/2015/04/binary-code-game.html

Week 8: Collaborative work

The Technologies Curriculum area is a very collaborative, negotiated curriculum area. It incorporates technologies such as wikis and blogs (as we have done), that are a great way to communicate and collaborate, both for teachers and students. They are a great resources that I am so glad to have learnt about and am already utilising in other courses and will definitely be further utilsing them in my classroom. As Fasso (2015) states "They include equity in terms of contribution and accpetance of ideas, visible thinking, digital traces of thinking and activity that can be reflected upon, publication for an audience, and thus articulation of ideas". This allows all authentic solutions to be communicated to an audience through visuals such as video, websites or PowerPoint.


References
Fasso, W. (2015, May 4). Digital Pedagogy: Other digital pedagogies. Retrieved from CQUniversity e-courses, EDCU12039 Design and Digital Technologies, http://moodle.cqu.edu.au 

Computer programming in the primary school

This is a reflection on the chapter 'Computer programming in the primary school' by Rory McGann and Aisling Leavy, from Teaching and Learning with ICT in the Primary School.

The text mentions two theoretical perspectives of programming, one is the 'constructionist perspective' which means that "people construct new knowledge when they are actively engaged in constructing something meaningful"(McGann & Leavy, 2015, p. 198). Meaning that students use the constructionist persepective when engaging in programming and constructing their new knowledge. Another perspective is 'problematizing', meaning "... to 'wonder' why things are, to inquire, to search for solutions..." (McGann & Leavy, 2015, p. 198). When reading this perspective, I can easily relate it to programming in that programming instils curiosity, making you always inquire or search for more in depth information into technology.

Students will engage in 'problematizing' through using Scratch, as it is almost certain they will come across some problems in creating sequences for their designs. Through these problems they will begin to ask meaningful questions to recognise the essence of the problem. Allowing students to learn more in depth about the website and programming. Using problematizing allows students to think independently to design solutions to their problems but know when to ask relevant questions that most students would also want to know about, this would also be instilling more curiosity in my students.

It then goes on to discuss how designing games is the main activity that students participate in with Technology. I find this also easy to agree with since children in the 21st century are so enthralled with technology and gaming, we as teachers would be stupid not to use this to our advantage and use it as an educational tool to teach programming amongst other topics. "Hayes and Games (2008) identify four goals that motivate the focus of game design":

1. For students to develop programming skills.
2. Ensuring gender equality by developing game design environments that will interest females as well as males.
3. Games enhance learning in a variety of subjects such as science, language and literacy.
4. The focus on 'design thinking'

They talk about how game environments have been known to support the development of computational and systems thinking (paraphrase). This is easily seen throughout the chapter, this reflection and other posts/reflections throughout this blog.

McGann and Leavy also discuss how Logo stimulated research into early programming in the 1970s. However it was believed that programming was to complex for students to understand. Since then the designing of the website Scratch, that I have previously mentioned, has fixed the problems of earlier programs and simplified it to be more student orientated, incorporating "three core design principles: more tinkerable, more meaningful and more social" (Resnick et al., 2009, as cited in McGann & Leavy, 2015, p. 200). The text discusses how Scratch is visually appealing and 'easy-to-manipulate', I can completely agree with this. Throughout designing my fish tank I found it a fairly simple process even with my limited instructions and I am positive that with accurate, easy, explanatory instructions students, even from a young age would be able to easily design plenty of creations on there and most likely teach me a thing or two along the way. I like where the name 'Scratch' came from and felt I had to share that: 'Learning from Scratch'. It seems pretty obvious now but I had never paid it much attention previously, it is a fitting analogy that does the site justice. I can easily relate to how McGann and Leavy discuss the 'student teachers' initial reactions to programming' as it is very similar to my own and my peers. It is remarkable how daunting it all feels at the beginning, yet once you dive in, how easy it all seems in a small amount of time and then how proud you are of all you have achieved (and trust me it seems like a LOT).

I agree with McGann & Leavy that programming stimulates wonder and curiosity in not only students but teachers to. I'm sure that anyone that takes on even the basic learning of programming will be mesmerized and curious to learn more. They discuss how" 'higher order' thinking involves asking questions, defining problems, analysing assumptions and considering alternative approaches". This can all be achieved through educating students about the uses of programming. Programming can be taught for both independent and collaborative group work. As discussed previously working collaboratively has vast benefits for students including social and personal development and promoting an inclusive learning environment.

In conclusion, computer programming is a vital part of todays curriculum for primary schools and an absolutely interesting, fun way to engage students learning, not only in technology but a vast range of capabilities. It allows for independent learning whilst collaborative work is also feasible. Technology is becoming a part of everything in todays society and in order to keep up with that we (as teachers) need to be across it and educating our students about it so they are ready to go out into this digitalised world. Lastly I love the quote the chapter ends with "In learning you will teach, and in teaching you will learn" (McGann & Leavy, 2015, p. 208).

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: Creating a game reflection

This week I have been asked to use the site 'scratch' , to create a fish tank with fish swimming around and an octopus moving along the bottom. To learn to do this I was given a link to a video full of helpful instructions.

Image1: Redware,2015 

After watching the video I went to the Scratch site and begun to have a play around getting use to the various tools and buttons and their uses and identifying them with the ones I had seen in the instructional video.

Image 2: Scratch, 2015

I then deleted the cat icon, as the 'tips' section to right had told me to do. I accidentally clicked the background behind the cat and instead of saying costumes next to the 'scripts' tab it now said 'backdrops' so I clicked on it and was able to see that I could change the background for my tank. I made it a pretty blue and then moved on to make new characters for the tank. I found the 'new sprite' button or the crazy haired looking character underneath the white board and selected it.  

Image 3: Scratch, 2015

Image 4: Scratch, 2015

Once I had selected the animals I wanted to be in my fish tank I wondered if that was the place to get some ornaments for the tank. I found some rocks and a palm tree so I added them in as well. I then moved the sprites around the white board until they were where I wanted them. 

Image 5: Scratch, 2015

 I then clicked on the fish in the sprites section, as seen above and then the events tab in the blocks of code area.

Image 6: Scratch, 2015

 Another window appeared.

Image 7: Scratch, 2015

This allowed me to start my sequence off. I looked at the video instructions again and a still of what his sequence for his fish looked like and saw I needed to use the 'when clicked' block so I dragged that to the page to the right. I continued to copy his fish sequence, using the blocks that he used. I also duplicated my fish as he showed how to do in his video. My finished fish sequence looked like this.

Image 8: Scratch, 2015



I did this for both fish 'sprites' to make lots of swimming fish. I then had to make the octopus move from one end of the tank to the other. I found this a lot more difficult since the video didn't relate to this particular move. It took me some time and trial and error methods to work out how to best make the octopus do this. I was able to figure out how to get him to move from one end to the other but he wasn't moving straight. I continued referring back to the instructional video and preforming trial and error with various motion, events, control, sensing and operation blocks until it effectively moved from one side of the screen to the other, in a straight line, however he kept slightly moving down as he went along. This took more trial and error and a lot of thinking until I worked out that I had set the 'x' and 'y' codes wrong. They were set to low on the screen, so I raised the numbers and he was moving perfectly straight to each side but then he was flipping over soon as he reached the right hand side and returned to the left upside down. This really had me stumped and I could not figure out how to turn him around rather than have him upside down. I could not figure out why he was upside down but after a lot of fiddling I came to the conclusion that he could not turn around and display his left side to the world he could only display his right side. To work with this dilemma I programmed him to walk backwards to the left side of the screen and hoped this would be good enough for the task set to us. This is my finished octopus sequence:

Image 9: Scratch, 2015

This is what it looked like finished:

Image 10: Scratch, 2015

It took me just over an hour to figure everything out, especially the octopus. I originally wanted more sprites active in the tank however due to time constraints that didn't happen. I did however enjoy

designing this fish tank and knowing that it was all made from the codes within the blocks. As I said due to time constraints I unfortunately had to finish up my design rather quickly and couldn't find how to display the codes out of the blocks to screenshot it for this entry. I also wanted to save my design to upload but that wouldn't work and I am not 100% sure as to whether it should of worked when I have not signed up to the site? As mentioned, it was a little hard to understand with the instructions given and therefore would better benefit older students however it amazing to do and fun to make. It inspires you to be more curious and persistent with your tasks whilst keeping you motivated with practical tasks. It definitely got my computational brain thinking making it a lot easier to understand with the prior knowledge I have gained from this course. I will use the website 'scratch' to teach my students about code and how they can design their own creations or solutions to problems through the use of digital media.  "To complete this task my students would be have to use their process and production skills to check existing solutions and identify transferable solutions, use and interpret data, describe their problem, and evaluate each other's solutions. In this way, they are engaging with the process and production skills as well as knowledge of creating through coding" (Fasso, 2015)

05/05/15

Having just watched the collaborative tutorial from last night I have realised that more in depth instructions were provided if I hadn't of gotten ahead of myself and that my browser must not of been working correctly because there were buttons I was unable to see when I created my design. Buttons that would of enabled me to share my design on here for you to all see rather than having to rely on my screen shots which is a bit saddening. Might I add that I was quite sad yesterday when I realised I could not share or save my work for others to see my completed design that had taken a lot of effort and time. Now if I am this upset about not being able to share my work, how will my much younger students feel about not being able to save all their hard work? Managing an over-commitment to areas of engagement is something I would have to plan ahead for and keep in mind when planning engagement lessons with the students and how I will tell them they won't be able to save their work or how else we can save it in other ways such as screen shotting like I have done above. This is a good discussion topic to do with the students about digital technologies and problems we can have with them. 



References:

Fasso, W. (2015). Week 8 Course Materials: Engagement Activity: Reflection. Retrieved April 4, 2015, from https://moodle.cqu.edu.au/mod/page/view.php?id=13735
Redware. (2015). FISH! GAME. Retrieved from Redware Research Limited, http://scratch.redware.com/video/fish-game
Scratch. (2015). Untitled. Retrieved April 4, 2015, from https://scratch.mit.edu/projects/editor/?tip_bar=getStarted

Week 7: Code engagement activity

I have been asked to design an activity similar to those on the Khan Academy site.
My activity is for students to design a shape, letter, number etc. and its coordinates on the page e.g. x(distance from left side of page), y (distance from top of page), w (width), h (height). Then swap coordinates with other students so that they have to design what the other student designed, using the coordinates they have been given.

This aligns with the Processes and Production skills strand of the Australian Curriculum: Digital Technologies F-2 band:
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004) (Australian Curriculum Assessment and Reporting Authority, 2015)

I believe it is an excellent game that students can easily play and would enjoy participating in whilst educating them about how code works in an unplugged environment. It is further developing their computational thought process to further align with other lessons on code that have been mentioned throughout my journal.  Such as using their new knowledge about code in sites like the Khan Academy and http://code.org/.

References
Australian Curriculum Assessment and Reporting Authority. (2015). Foundation to Year 2 Content Descriptions: Digital Technologies Processes and Production Skills. Retrieved from  http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#cdcode=ACTDIP004&level=F-2

Week 8: Anna and Elsa game

This is a Frozen game from the Hour of Code website. I had looked at this game in week 6 when I researched binary code games for my classroom. I found this game to be a little difficult (embarrassingly) when first starting out learning code and understanding that she only turns left/right, not walks left/right. Once I understood this I quite enjoyed the game and could see the appeal to both genders of students especially at a young age. This theme is a wide spread one that all ages are thoroughly enjoying and a good tool for grasping students attention to education.

Image 1: CODE STUDIO, 2014. 

References

CODE STUDIO. (2014). Hour of Code: Frozen. Retrieved from http://studio.code.org/ 

Looking back at week one computational thinking

Once again looking back at week one, I found a wonderful resource that helps me to remember the differences between design and digital technology and to think about computational thinking more and hopefully understand it more in depth.


                        Design and Technologies                Digital Technologies

Thinking	Design Thinking	Computational Thinking
Focus	On the design and production process of creating solutions through the design process	On the use of digital systems, information and computational thinking to create solutions for identified needs and opportunities.
Nature	Design thinking is predominantly heuristic in nature. It includes using strategies in order to understand design problems, generating creative and innovative ideas, and analysing and evaluating those ideas to find the best solution.	Computational thinking is predominantly algorithmic in nature. This includes problem solving techniques and strategies, such as organising data logically, breaking down problems into components, and the design and use of algorithms, patterns and models
	Design and Technologies: Provides students with an opportunity to consider the environmental impact of decisions and re-design and re-engineer products, services and environments to support more sustainable patterns of living, for example, sustainable food supply. Students will reflect on the future impact of decisions from ethical, economic and social perspectives. They will apply futures thinking across a range of contexts, including food and fibre production, and evaluate designed solutions and traditional, contemporary and emerging technologies from the point of view of sustainability.	In Digital Technologies: students will assess the role of contemporary and emerging digital technologies in creating more sustainable patterns of living including technologies used to: manage and monitor natural, managed, constructed and digital environments; model data and identify trends; control conditions and machinery to enable systematic increases in productivity and significant reductions and efficiencies; and facilitate social interaction and the development of ethical forms of entertainment that develop world views.

Figure 1: Fasso, 2015

I also found this table to be useful to jog my memory of the two strands of technology and their differences and similarities.

Aims - Design and Technologies  In addition to the overarching aims for the Australian Curriculum: Technologies, Design and Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, 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 In addition to the overarching aims for the Australian Curriculum: Technologies, Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, 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

Figure 2: Fasso, 2015

References

Figure 1 and 2: 

Fasso, W. (2015). Week 1 Materials: What are the differences between the Design and Technology, and Digital Technologies subjects?. Retrieved on April 4, 2015, from CQUniversity e-courses, EDCU12039 Design and Digital Technologies, http://moodle.cqu.edu.au

Looking back at week one curriculum focus

Looking back at week one and the curriculum links provided on moodle, I watched a video provided there

Video: Australian Curriculum Assessment and Reporting Authority, 2015

I found this video interesting and very educational. It broke down key ideas from the curriculum in language easier to understand and adapt rather than reading the Curriculum text.

Key ideas I gathered from this video are as follows:
Words such as: Systems thinking, Computational thinking, knowledge and understanding strand, Processes and Production Skills strand, Digital systems, representation of data, abstraction and data

• Every aspect of life is heading towards digitalisation
• It is important to learn digital technologies to keep up with society
• The curriculum is based on a framework of thinking
• Computational thinking is a problem solving methodology
• Teachers work holistically and the Digital Technologies Curriculum allows integration across all learning areas
• Every student in their future and present will require basic computer skills to survive the ever evolving technological world, environment, society and the job force.
• Transferable knowledge and skills across all areas to when they leave school 

References

Australian Curriculum Assessment and Reporting Authority: Technologies. (2015). Overview: Rationale. Retrieved from http://www.australiancurriculum.edu.au/technologies/rationale

Week 7: Digital pedagogy

I like how Wendy has explained algorithms with flow charts, making it easier to understand and relate to, having just designed these in the last few weeks.
"Algorithms, by definition, involve a process. Processes are best depicted in a flow chart. This may be branching or non-branching, iterative or linear" (Fasso, 2015).

When I looked up 'Flow chart for algorithms' I was swamped with charts full of information I could not understand which was a little daunting to be honest. Making me think 'huh should I know this?'



Figure: Avrams, Flowchart solution, 2008

I had a brief look at the website 'gliffy' mentioned by Wendy and as she had stated it has great ways to make and utilise flow charts and would be a fantastic digital resource for my journal.
I am finding this entire course very interesting, challenging and hugely resourceful for my career.

References
Avrams. (2008). Pseudocode/ Flowchart: Solving Problems - Algorithms Representation. Retrieved from http://www.avrams.ro/polynomial-2.html
Fasso, W. (2015). Week 7 Course Materials: Digital Pedagogy. Retrieved on May 4, 2015, from http://moodle.cqu.edu.au

Week 7: Algorithms- Abstraction activity

I was given a set of instructions to change my Microsoft word setting and write a sentence using the 'developer' tab in word. Once I completed these steps my sentence looked like this:

If is select the choose an item section in the sentence, a drop down menu appears, from which I can select from various responses. Once those options are selected the sentence looks like any other normal sentence, however I can still select the word that had been selected previously and change it to any other on the drop down menu. This is a great tool that could be used for a myriad of tasks either for the teacher or the student. It would be a great tool for gathering information or data.

Reflection on Process and Production example

Example:

Your tuckshop wishes to gain some information about student and teachers' preferences for their menu next term. Your task is to:

Create a survey to gather data about what is on offer, and what is suggested. Discuss these ideas with the Tuckshop convenor. Based upon the survey results and your discussion, create a Word input document with key information that you believe is important. Use your word input document to collect everyone's preferences. Analyse the information and present it in a suitable form, with justification and data displays and explanation to the tuckshop convenor and the school Principal. 

It will be done in groups of four

Curriculum links

F-2

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

YR3-4

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

YR5-6

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)

YR 7-8



 Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
Evaluate how well developed solutions and existing information systems meet needs, are innovative and take account of future risks and sustainability
Rationale of Digital Technologies
A deep knowledge and understanding of information systems enables students to be creative and discerning decision-makers when they select, use and manage data, information, processes and digital systems to meet needs and shape preferred futures. Helping them effectively use digital systems and resources.
 Aims of Digital Technologies
Design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs
Content structure
Processes and Production skills
Collecting, managing and analysing data


Students will incorporate sustainability in their process and final decisions for the menu options for tuckshop. Students will use their systems thinking with this project by identifying and solving a problem using digital resources. By using this resource they will further understand digital technology and its capacity and usefulness.

Clearly every group will have different ideas and create different products for the tuckshop. Each student is an individual therefore each group will demonstrate individuality and have unique ideas. However they have still had the same criteria and rules structured by the tuckshop therefore some ideas will be similar to other groups and there will be overlapping occurring whilst still having fresh ideas to be added to the menu. Using something similar to the design matrix we used previously in the design challenge, would be a great way to ideate everyone's ideas and form some conclusions/solutions to the problem at hand.

This can be done as a class or per group. You could also use digital mind mapping to see everyone's ideas up close, demonstrate the overlapping of ideas and why they have similar ideas, see new ideas emerge, give more ideas and reach conclusions. This task supports cross-curricular study as it incorporates multiple topics such as, literacy, numeracy, socialising, digital media, design technologies, sustainability, social prejudice etc.

Week 7: Thinking Myself activity

Figure: Prottsman, Thinking Myself, 2011

I found this week, using the site 'Thinking Myself' a very useful game to illustrate the four categories of computational thinking: abstractions, patterns, decomposition, algorithms. It was an enjoyable learning experience I believe students from a variety of age groups would be able to understand and enjoy.

References
Prottsman, K. (2011). Thinking Myself. Retrieved from http://games.thinkingmyself.com/

Computational thinking

According to the Australian Curriculum Assessment and Reporting Authority (ACARA) (2015), "Computational Thinking is a problem-solving method that involves various techniques and strategies that can be implemented by digital systems. Techniques ans strategies may include organsing data logically, breaking down problems into parts, defining abstract concepts and designing and using algorithms, patterns and models". 

Figure 1: Barr & Stephenson, CORE COMPUTATIONAL THINKING CONCEPTS AND CAPABILITIES, 2011

I found this table very interesting and something I thought I should add to my online journal about learning about Digital Technology.

Video: CODE STUDIO, Computational Thinking, 2014

I enjoyed watching the video at the learn code website and found this video very helpful for explaining each category of computational thinking for Teachers to utilise. The activity that is used in this video is a fantastic way to also educate students about computational thinking and to get them thinking computationally. It could be used in conjunction with a variety of other lessons or topics, even for a rainy day activity or end of school year fun games. However to use it in the Digital Technologies classroom, I would introduce computational thinking and the four categories; decomposition, patterns, abstraction and algorithm, before asking them to participate in the game from this video. I would then ask what they have learnt and how they can relate it back to the previous discussion. From this I would ask (of older students) the students to design an activity using either the methods they have just used (unplugged) or a computer using Microsoft word (presuming here this has already been taught) and the 'choose an item' method to support computational thinking in their peers.

References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2015). Glossary: Computational Thinking. Retrieved from http://www.australiancurriculum.edu.au/technologies/glossary#C
Barr, V., Stephenson, C. (2011). Bringing Computational Thinking to K-12: What is Involved and What is the Role of the Computer Science Education Community?. Retrieved from https://www.iste.org/docs/nets-refresh-toolkit/bringing-ct-to-k-12.pdf?sfvrsn=2
CODE STUDIO. (2014). Computational Thinking. Retrieved from http://studio.code.org/s/20-hour/stage/3/puzzle/1

Week 7: Visual literacy

Visual Literacy

Beaudry states that visual literacy is "The ability to view, understand, analyse and evaluate, design and create, and use visuals and visual representations for acquisition, consolidation and communication and transfer of knowledge"(2015, p.55). He believes that it is especially important to primary school aged students as they "make the transition from viewing and speaking to formal language acquisition" (Beaudry, 2015, p.56). Concept maps are once again a very effective tool for meaningful learning.

Whilst visual literacy is very important and can be utilised in a multitude of classrooms it is still very under recognised with a lot of educators believing it doesn't hold much value or the don't fully understand its potential and benefits. Some students are more visual learners then others, therefore we should always incorporate it into the classroom, with alterations and adaptions for students that it does not relate to. As it is evident that everyone learns differently and has different effective learning styles. Visual literacy will help develop multiple literacies through a balance of text and images (Beaurdry, 2015, p68).

Digital and Media Literacies

Digital literacies refers to skills that are needed to survive in an ever evolving digital world. Skills such as personal, intellectual and technological are skills that everyone needs in this digital central society. Where as media literacies refers to the engagement in ranges of media, including digital technology. Illustrating how digital and media literacies converge. Digital and Media Literacies complement and support each other, constantly evolving in new ways. The media smarts group state " media literacy generally focuses on teaching youth to be critically engaged consumers of media, while digital literacy is more about enabling youth to participate in digital media in wise, safe and ethical ways. "

Figure 1. From The Intersection of Digital and Media Literacy. Media Smarts

 

References
Beaurdry, J. (2015). Teaching and Learning with ICT in the Primary School: Visual literacy for all teachers and learners: essential knowledge and skills to create, use and assess concept maps and graphic organisers. Abingdon, Oxen, Routledge.

The Intersection of Digital and Media Literacy. (2015). Retrieved April 30, 2015, from Media Smarts, http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy

Java script

Today I used Khan Academy site to create a colourful sunny day and the letter H out of rectangles. I enjoyed learning how to do this by using code and could see how students would really enjoy being able to see their creations come to life in front of them, by using codes. They can make whole, colourful drawings out of using numbers on a computer, demonstrating to them the usefulness of code and be able to relate back to when they played games with binary code to now visualising what the code does in the computer.
These are my creations

As you can see, the codes I put in on the left hand side are what created each segment of the pictures on the right.

This is a website students could use to learn how to use code in the computer and see what it creates. It is a great resource for students of multiple ages.

Week 7: Code monster

To begin this week I have been given a website to teach me how to manipulate code to draw objects. I found this a great resource to include in my journal so I can later access it for my students to use. This site appeals to an audience of older students or teachers, making it easy for teachers to learn how to create objects from code and in turn educate their students or for teachers to use as a resource to teach code to older students. It is easy to understand and fascinating to participate in.

Week 6: Binary code game

I was asked to design my own game about binary codes for children however I could not think of anything, so like anyone I turned to the internet. I found a game where students, that have already learnt the binary code for the alphabet, are able to make a 'beep' noise for '0' or a 'boop' for '1', making an encrypted code to speak to each other.

Figure 1. ASCII Code: Character to Binary. From Week 6 Binary Numbers, by K. Ware, 2015, Kelvin Ware - s0133106, http://kelvinwares0133106.blogspot.com.au/ 

This game is one students from a variety of age groups would enjoy however because it is about binary codes it may be more beneficial for students above grade 2. A lot of Teachers aren't as adapt with Technology therefore from learning about this now I will hopefully be able to help my peers with Technology.
I have found learning about binary codes a little confusing myself. I enjoyed playing the example game on the moodle site and games I found on the internet and understood that binary code uses numbers to base 2 instead of base 10 like decimals, however once it got into detail discussing bit and bytes etc. I got a little confused. I am not letting this deter me and am looking forward to continuing learning more about all these digital technologies.

References:
Roberts, L. (2013). Activities for Kids Using Binary Numbers. Retrieved from LIVESTRONG.COM, http://www.livestrong.com/article/562197-activities-for-kids-using-binary-numbers/ 
Ware, K. (2015, April 27). Re: Week 6 Binary Numbers. Retrieved from http://kelvinwares0133106.blogspot.com.au/

Digital Technology: Infographics

This week we have started focusing on Digital Technologies rather than Design. I have been asked to look at infographics and use a template to design my own. The templates were provided on a website called 'easelly', this made it very easy to design, as all that was required to was to change some words, colours, fonts or images, although if you wanted to you could design your own infographic from scratch. I am currently looking at buying a house therefore I chose this for my topic. It is a very simple and easy template and can easily become more visual with images etc. I chose this template simply because it is easy and simple for me to play with and get use to the new technology tool. I liked using it and can easily see how I could use it in the classroom both as a teaching instrument and as a tool the students could use themselves. The fact that it is easy and simple means students from a young age will be able to also use this wonderful visual aid. Other templates that were more involved and complex would suit older students and probably appeal more to all students from a teaching perspective. Infographics appear to be a wonderful resource to grasp the students attention, by being a beautiful visual aid incorporating colour and (in other templates) images, making it easier to understand and relate to. This is an easy tool to use to pack data into that will grab children's attention with its beautiful visuals.