Technology
Digital Technologies & � Hangarau Matihiko
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The Technology curriculum
Who am ?
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How are you currently teaching Tech?
What are the values?
What are the characteristics?
What are the aims?
How does the new DT content fit into the Tech LA?
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Fitting DT into the Technology LA
Who am ?
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Fitting DT into the Technology LA
Who am ?
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Computational thinking for digital technologies – Students will develop an understanding of computer science principles that underlie all digital technologies. They’ll learn core programming concepts so that they can become creators of digital technology, not just users.
Designing and developing digital outcomes – Students will learn how to design quality, fit-for-purpose digital solutions.
Designing & developing digital outcomes
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What is a digital outcome?
?
Doing a DDDO audit
Who am I?
Photo by Karl Summerfield CC BY-NC-ND
Understanding the DDDO POs
Who am I?
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Understanding the DDDO POs
Who am I?
Photo by Karl Summerfield CC BY-NC-ND
Split into 3 groups and choose either ‘beginning’, ‘developing’ or ‘extending’.
Look at the progress outcomes and identify the skills/knowledge your students would demonstrate at those levels. Put your ideas into the padlet
Activity: The design process
Refer to DDDO PO1 & PO2.
Who am I?
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What is computational thinking?
?
Computational thinking in everyday life
Computational thinking at an airport
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The fundamental concepts of CT
What is an algorithm?
Just a series of actions to get a job done.
The study of algorithms is about coming up with such sequences that guarantee particular jobs are done.
It is also about comparing and finding the most efficient sequences.
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Algorithmic thinking
Play a buddy at naughts & crosses.
One is playing as the human, the other is using an algorithm.
Who won?
Swap over and give it a try
http://www.cs4fn.org/algorithms/noughtscrosses.html
Who am I?
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Decomposition
Break the task of getting ready for school down into a series of sub-tasks, and then steps.
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Break the task of playing a simple game (e.g Snap) into a flow chart. Make sure there are decision points (IF), use loops where it’s appropriate.
OR
Programming
We’ll come back to this :-)
Who am I?
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Testing
Some techniques for testing:
Who am I?
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Debugging
Who am I?
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Programming
Who am I?
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Understanding the CT POs
Who am I?
Photo by Karl Summerfield CC BY-NC-ND
Understanding the CT POs
Who am I?
Photo by Karl Summerfield CC BY-NC-ND
Split into 3 groups and choose either ‘beginning’, ‘developing’ or ‘extending’.
Look at the progress outcomes and identify the skills/knowledge your students would demonstrate at those levels. Put your ideas into the padlet
Doing a CT Audit
Give an example of a task where you ask your students:
(with or without the aid of a digital device)
Who am I?
Activity: KidBot
Who am I?
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Activity: The orange game
Who am I?
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Activity: Binary Magic
Who am I?
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Activity: Sending Binary Messages
Who am I?
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Activity: Conditionals with Cards
Who am I?
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Explain what it has to do with Digital Technology
?
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Programing challenge
Who am I?
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Review
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A collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.
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You’re not alone
Experiences from overseas show networking with
other teachers (asking questions, sharing experiences)
is incredibly important to help clarify new language, content and processes.
Join a network/s and keep the conversations going:
Ngā Kiriahi (community space for Kia Takatū ā-Matihiko
edSpace (Digital Technologies and Hangarau Matihiko group set up by Allanah King)
Enabling e-Learning (community space in VLN about all things digital)
DTTA (Digital Technology Teachers Aotearoa)
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Tēnā koutou
Fa'afetai lava
Thank you
(Image: thank you gif; NA; tumblr.com; CC0)
Karl Summerfield
CORE Education/Tātai Aho Rau Facilitator
E: karl.summerfield@core-ed.ac.nz
M: 021 912 430