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Digital Technologies Curriculum

Hangarau Matihiko

An introduction to the Digital Technologies Curriculum content for Yrs 1 - 10

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Ministry of Education Summary Report 2018

A digitally fluent person can decide when and why to use specific digital technologies to achieve a specific task or solve problems.

A digitally capable person can create their own digital technologies solution.

Being Digitally Fluent in a Learn Create Share World

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Teachers are supported to acquire digital fluency required for effective teaching, planning, assessment and professional learning
Teachers learn how digital technologies used effectively can have a significant impact on accelerating achievement outcomes
Supporting teacher digital fluency and confidence to deliver the curriculum in a digital learning environment

The Manaiakalani Programme

Manaiakalani Programme Delivery Overview

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Digitally Fluent Students

Technology in the NZ Curriculum Tāhūrangi

It's important that students have opportunities to be innovative designers and creators of digital solutions – moving beyond solely being users and consumers of digital technologies.

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Digitally Fluent Teachers

Digitally Fluent Students

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Computational Thinking for Digital Technologies -

students will develop an understanding for 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.

Digital Technologies | Hangarau Matihiko

Two areas to the technologies curriculum content for Yrs 1 - 10

Technology in the NZ Curriculum

Designing and Developing Digital Outcomes -

Students will learn how to design quality, fit-for-purpose digital solutions

Te Tupuranga Whakaaro Rorohiko -

E waru ona whakatupuranga e wetewetehia ana ngā whakaaro rorohiko kia whai

māramatanga ki ngā rapanga o te papatono rorohiko matatini me ona momo

hātepe, e whaitake ai te waihanga papatono ki te ao tūturu.

Te Tupuranga Tangata me te Rorohiko -

E rima ona whakatupuranga e whakatau ana i ngā tikanga me ngā mātāpono ki

te whakahaere tūmahi e tū ai hei kirirarau matihiko.

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Computational Thinking for Digital technologies

Designing and Developing Digital Outcomes

Programming

Input
Output
Sequence
Iteration
Selection
Variables

Unplugged activities
Algorithms / Ngā hātepe
Human-computer interaction
Understanding Binary
Robotics
Sphero, Arduino Lego, Makey Makey
Scratch, Coding
App Development: code.org

Digital Learning Objects (DLOs), Google slides, Google Drawings,
Animation: Stopframe
3D modelling environments: Google SketchUp, Tinkercad,
Movie making: imovie, Movie Maker
Game Design
Designing systems

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Technology in the NZ Curriculum Tāhūrangi

Hangarau ki te Marautanga o Aotearoa

Technology Strands

Technology Practice

Te Whakaako Hangarau

Planning for practice
Brief development
Outcome development and evaluation

Technological modelling
Technological products
Technological systems

Characteristics of technology
Characteristics of technological outcomes

Technology Knowledge

Te Mōhiotanga Hangarau

Nature of Technology

Ngā Āhuatanga Hangarau

Technology is intervention by design. It uses intellectual and practical resources to create technological outcomes, which expand human possibilities by addressing needs and realising opportunities.

Digital Technologies and Hangarau Matihiko is about teaching students the theory of how technology works, and how they can use that knowledge to solve problems.

When we are thinking about the Technology curriculum. Becoming knowledgeable on the different strands of the technology curriculum will help teachers identify how they can integrate the new digital technology curriculum progress outcomes with purpose.

Technology practice is about investigating practitioners' way of doing things, things like how they go about planning, brief development and the design process.

Technological knowledge is about evaluating and comparing different products, systems and modelling. ��And the Nature of Technology is about the impact of technology on humanity and our societies. This strand is a good starting point when thinking about how to include aspects of the new digital curriculum across subjects. For example, students may be studying the treaty of waitangi but could do an unplugged sorting activity to work out the timeline of events for the signing of the treaty. They could create a digital story or game to show their whakapapa or explain the correct protocols for a powhiri.

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Designing and Developing Digital Outcomes

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Progress Outcome 2:

In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact on humans and society and that both the devices and their impact change over time.

Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system. They can select from an increasing range of applications and file types to develop outcomes for particular purposes.

Technological practice

Nature of technology

Technological knowledge

Designing and Developing Digital Outcomes

Discipline knowledge

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Progress Outcome 2	Example tasks	Link to other learning areas
In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact on humans and society and that both the devices and their impact change over time. Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system. They can select from an increasing range of applications and file types to develop outcomes for particular purposes.	Create a Digital Learning Object (DDO) i.e.Animation with Google Slides, selecting shapes in Google Drawing, manipulating images, ordering and grouping Understand the basics of manipulating Google Apps i.e. inserting tables, formatting fonts, document sizes,	Cybersmart - Smart Learner Students can select from a range of applications and file types to develop outcomes for particular purposes.

Designing and Developing Digital Outcomes

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Digital Technology Progress Outcomes

The alignment to levels 1–5 of the New Zealand Curriculum (NZC) is tentative and theoretically derived until teachers have had the opportunity to implement the digital progressions.

Tāhūrangi Technology

The progress outcomes sit within the strands of technology. They describe the significant learning steps students take as they develop their expertise in computational thinking (CT) and Designing and Developing Digital Outcomes (DDDO) over time.

Cheryl Pym

(Nationally accredited facilitator, University of Otago)

Tāhūrangi NZ Curriculum

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Input	Keyboard, mouse, microphone, joystick,scanners, digital camera, usb,
Output	Monitor, printer, speakers, projector, headphones,
Sequence	Series of steps or instructions in a predetermined order, action, event
Iteration	Forever loops, repeat blocks, while true,
Selection	A decision within a computer program when the program decides to move on based on the results of an event i.e. Conditionals, If then else
Variables	The ability to store values

Computational thinking

Programming fundamentals

Analysis
Design
Coding
Testing
Debugging

Elements of programming

Digital Technology Glossary of Terms

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CT: Progress Outcome 1

In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging)

Input	Keyboard, mouse, microphone, joystick,scanners, digital camera, usb,
Output	Monitor, printer, speakers, projector, headphones,
Sequence	Series of steps or instructions in a predetermined order, action, event
Iteration	Forever loops, repeat blocks, while true,
Selection	A decision within a computer program when the program decides to move on based on the results of an event i.e. Conditionals, If then else
Variables	The ability to store values

Programming fundamentals

Analysis
Design
Coding
Testing
Debugging

Elements of programming

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Tāuru	Te papapātuhi, te kiore, te hopuoro, te kakautohu,te pūmatawai, te kāmera matihiko, te rākau pūmahara
Huaputa	Te mata, te pūrere tā, te tukuoro, te ukuata, te pokitaringa
Raupapa	He tohutohu kua whakaritea kētia ki tētahi raupapa, ki tētahi mahi, ki tētahi kaupapa rānei.
Tōaitanga	Ka koromeke tonu, paraka tōai, he āhuatanga tika.
Tīpakonga	He whakatau nō roto i te papatono rorohiko ka ahu mai i te otinga o tētahi pūreitanga. Hei tauira; ngā here, Ki te …… ka….
Ngā taurangi	Te āheinga ki te penapenahia ngā ūara.

Ngā tūāpapa papatono

Tātari
Hoahoa
Waehere
Whakamātautau
Patuiro

Ngā āhuatanga o te papatono

Te Whakaaro Rorohiko

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Whakatupuranga 1

Ka wetewetea tētahi tūmahi rorohiko-kore ki ētahi tohutohu tika, tohutohu mārama, me kī, kia māmā ngā tohutohu (whakaaro hātepe). Ka taea te tuku tohutohu, ka tautohu mēnā kei te hē, ā, ka whakatika ai (te patuiro). Mā tēnei mahi e whakaatu ka taea e rātou te whakamahi i ō rātou pūkenga whakaraupapa hei wetewete i tētahi tūmahi ki ōna tohutohu iti nei.

Te Tupuranga Whakaaro Rorohiko

Tāuru	Te papapātuhi, te kiore, te hopuoro, te kakautohu,te pūmatawai, te kāmera matihiko, te rākau pūmahara
Huaputa	Te mata, te pūrere tā, te tukuoro, te ukuata, te pokitaringa
Raupapa	He tohutohu kua whakaritea kētia ki tētahi raupapa, ki tētahi mahi, ki tētahi kaupapa rānei.
Tōaitanga	Ka koromeke tonu, paraka tōai, he āhuatanga tika.
Tīpakonga	He whakatau nō roto i te papatono rorohiko ka ahu mai i te otinga o tētahi pūreitanga. Hei tauira; ngā here, Ki te …… ka….
Ngā taurangi	Te āheinga ki te penapenahia ngā ūara.

Ngā tūāpapa papatono

Tātari
Hoahoa
Waehere
Whakamātautau
Patuiro

Ngā āhuatanga �o te papatono

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CT: Progress Outcome 1

Analysis
Design
Coding
Testing
Debugging

Elements of programming

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Computational Thinking -

Designing and Developing Digital Outcomes

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bit.ly/Decoded4Learners

Monika Kern and colleagues behind the Raranga matihiko programme out of Te Papa have developed a decoded for learners series as part of a professional inquiry. Unpacking the progress outcomes and writing them in simple language that students will understand (and teachers!!) - Unfortunately due to funding constraints this website is no longer available, however we still have access to some of the fantastic resources.

If you could click on the progress outcomes for computational thinking here is progress outcome 2 all that jargon we can get students to think;

I can give instructions

I can follow the instructions from other students

I can find mistakes in the instructions and fix them (debugging)

I can use my instructions to create a computer program

Progress outcome 3 -

On the left part of the progress outcome includes - They can use logical thinking to predict the behaviour of the programs,

The decoded for learners turns that into

I can predict what my computer program will do based on the code it receives

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Computational Thinking -

Designing and Developing Digital Outcomes

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Cybersmart alignment to the DT

bit.ly/Decoded4Learners

Mapping the Cybersmart curriculum to the Digital Technologies Curriculum

NB: Draft document

Elements of the Cybersmart curriculum and mapped them to the new Digital technologies curriculum. I used the progress outcomes and the decoded for learners to help identify elements of the new digital technologies curriculum to recognise what we are covering and what are the gaps.

This is just in draft development at the top we are looking at the design and developing digital outcomes, now these are different to the computational thinking outcomes we were just looking at. Progress outcome 2 and you can see students make decisions about creating, manipulating, storing, sharing and testing digital content for a specific purpose.

This may mean that they can create, edit and share a google slide animation on their blog.

I found this exercise was really useful and you could do something similar with a unit of work on anything. You might find that you’re unit of work is more heavily weighted in the DDDO and when you unpack it like this you can find ways to bring in some of the computational thinking components for example they could do an unplugged sorting activity where they work out the timeline of a given event or they create a game in scratch that explains the journey of immigrants to NZ.

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Take the time to explore Computational Thinking and Designing & Developing Digital Outcomes through the progress outcomes, exemplars and snapshots.

Explore Option: Tāhurangi NZC

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Tēnā, tirohia ngā whakamahukitanga e pā ana ki ngā āhuatanga o te whakaaro rorohiko. He tauira a te mahi ki tēnei pae tukutuku

Explore Option: Kauwhata Reo � Hangarau Matihiko

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Digital Technologies Teachers Aotearoa

Resources and online community to support technology integration across all subjects

Explore Option: Resources

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Explore Option: New Entrants Programming with Bee Bots

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Explore Option: Hour of AI

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Progress Outcome 3	Example tasks	Link to other learning areas
In authentic contexts and taking account of end-users, students decompose problems into step-by-step instructions to create algorithms for computer programs. They use logical thinking to predict the behaviour of the programs, and they understand that there can be more than one algorithm for the same problem. They develop and debug simple programs that use inputs, outputs, sequence, and iteration (repeating part of the algorithm with a loop). They understand that digital devices store data using just two states represented by binary digits (bits).	I can look at a problem and can figure out the steps to solve it. I use this solution to code algorithms for computer programs. I can predict what my computer program will do based on the code it receives In my code, I will use inputs, sequence and repeat loops (iteration) I debug my computer program so it works correctly I know that computers use bits to store data	Cybersmart - Smart Footprint Students can write a programme to educate others about their digital footprint

Explore Option: Computational thinking

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Progress Outcome 4	Example tasks	Link to other learning areas
LEARN In authentic contexts and taking account of end-users, students decompose problems to create simple algorithms using the three building blocks of programming: sequence, selection, and iteration. They implement these algorithms by creating programs that use inputs, outputs, sequence, basic selection using comparative operators, and iteration. They debug simple algorithms and programs by identifying when things go wrong with their instructions and correcting them, and they are able to explain why things went wrong and how they fixed them.	I can solve a problem by coding simple algorithms. My algorithms use sequence, selection and iteration. I use the algorithms to make computer programs that use inputs, outputs, sequence, iteration and comparative operators. To debug algorithms and computer programs I find the mistakes in my algorithms and correct them. I can explain why things went wrong and how I fixed them. I know that digital devices use 0s and 1s (binary) to represent information.	CREATE Cybersmart - Smart Footprint Smart learners are creating a positive digital footprint Think about how you advertise yourself online SHARE Kiro @ Bay of Islands College

Explore Option: Computational thinking