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
F-2
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.
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