Digital Technology
For the last 2 years I have been learning about using digital technologies for learning. During that time the technology curriculum has been updated to include two new strands. Computational Thinking and Designing and Developing Digital Outcomes. For the last 2 weeks of school I have decided to focus on using Minecraft (and other programs/activities) to help the ākonga to learn to code.
Progress outcome 1 (for DDDO is set at Level 2 of the curriculum)
In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges.
In doing so, they identify digital devices and their purposes and understand that humans make them.
They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later.
Once we had devices the ākonga have been able to:
1. Develop digital content - e.g. using book creator
2. Manipulate d/c - e.g. google suite - especially slides
3. Store d/c - upload images to devices to use on a doc or save to google drive,
4. Retrieve d/c - find downloaded imagine, go back to work on See-saw, Google Classroom.
5. Share d/c - share work on google suite by using other people's email addresses
Digital devices - e.g. ipads, chromebooks (3 different kinds), black ACERS -windows operating system
Applications: - Minecraft, See Saw, Google classroom/ hangouts/ meet /sheets/ you tube / book creator / Studyladder
Progress outcome 1 (for CT is set at Level 1 of the curriculum)
Break down a simple non-computerised task into a set of precise, unambiguous, step by step instructions (algorithmic thinking).
--> we told a student in class to move and follow our instructions
They are able to give these instructions, and identify if they have gone wrong and correct them (simple debugging).
--> we made an error e.g. point towards should have been turn
By doing this they show that they can use their decomposition skills to take a task and break it down into its smallest steps.
Progress Outcome 2 (for CT is set at level 3 of the curriculum)
Can give, follow, and debug simple algorithms in both computerised and non-computerised environments.
--> Using blocks to code in Minecraft
--> Using blocks to code in Scratch
They can use these algorithms to create a simple program involving output and sequencing (putting instructions one after the other), in an age-appropriate programming environment.
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