Assessment Task 1B

The introduction of Digital Technologies into my world has been a baptism of fire. My mind has been blown away by the many resources out there to teach our students about the digital technologies of today. The Australian Curriculum talks about how digital technologies empower students to shape change, how by having a deep knowledge and understanding of information systems students can be creative and discerning decision-makers and shape our future (ACARA, 2015). It also states that 'Digital Technologies will provide students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation'. This is the kind of education I want my own children to have. The qualities that digital technology instills in a child sets them up for a life of continued learning and contribution to the world we live in.

I have learnt so much in these last 3 weeks and aim to continue to seek knowledge in these areas so that I can incorporate the different digital technologies into my own classroom pedagogy. I have learnt that in this day and age you no longer need to be a graphic designer or computer programmer to be able to create masterpieces on the computer. There is so much free software on the internet that enables children to produce visual media to share their learning through. From programs that create infographics to setting up classroom blogs and wikis and creating mind maps, the resources available to our students create a new and exciting learning path that teaches them skills on visual literacy, collaboration and gives them an eagerness and curiosity to learn.

A key concept that underpins the digital technologies curriculum is computational thinking. This is something I have been researching extensively so that I can grasp the concepts of what it involves and how to incorporate it into my own classroom pedagogy. Through the activities that were provided (here, here and here) I was able to more fully learn that computational thinking basically involves stretching our resourcefulness to think outside the box to come up with answers to questions and to understand that there is not always one set answer. The following screen shot is taken from my blog post on computational thinking and breaks down the four characteristics of this way of thinking.

You can read my thoughts on the implementation of computational thinking into the classroom here and the points on why it is an essential addition to a classroom.

Another important concept I discovered while undertaking this course is that although students can access software to create, it is also important that they understand the way computers work. This was introduced to me through binary code where I discovered how a computer actually talks. Before this I knew nothing about the way information is stored. I also learnt about coding through interactive sites that aim to introduce students (young and old - in my case) to basic concepts that enable them to create games and pictures. My experiences with this technology can be found here and here. The positive aspects that computer programming would have in a classroom are enormous, from promoting high order thinking to challenging students to research so they can make more informed decisions. My thoughts on this can be found here.

My journey in this subject has convinced me of the necessity of Design and Digital Technologies in our classrooms today. Our students today are the designers, innovators, creators and holders of our future. ACARA (2015) states that 'In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the benefits of information systems are exploited ethically.' We are giving our students the necessary skills they need in the future to become 'successful learners, confident and creative individuals, and active and informed citizens' (MCEETYA, 2008).


Reference:

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

MCEETYA. (2008). The Melbourne declaration on educational goals for young Australians. Melbourne: MCEETYA. Retrieved from http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Collaboration (through blogs and wikis) - week 8

Being able to work through the medium of a blog has given me a space to put down my thoughts on my progress in this subject. Because this is a public domain I have been more cautious in what I write, making sure I have correct information therefor researching things more thoroughly. Although this is a journal of sorts because people can view it I want to make sure it is a good representation of me and my learning journey. 

In a classroom this medium would be beneficial for a number of reasons:

• It gives students the chance to voice their opinions. Students who are shy quite often feel more confident if they don't have to stand up in front of a class to talk. This medium gives them a chance to still participate in classroom (blog) discussions.
• It helps with the home/school gap. It enables parents to engage in what their children are learning and keeps them in the loop.
• It increases their ICT skills. It teaches students how to embed text, use links, insert pictures.

Some ways a classroom blog could be used are:

• responding to readings
• guided questions
• homework reminders
• a place for final assessment pieces
• newsletter for parents
• a place to share link about topic students are learning about
• videos can be posted to enhance the learning of a subject
• additional homework challenges for those inclined to want more
• reading lists and reviews of those books from class members
• if a student is on holiday they can post a diary of their adventure for the class to see

Its all about creating a community feel in your classroom for student's, teacher's and parents.

Wiki's are another tools that could be used in a classroom. Wikis are a place to keep document and to interact with others in a collaborative way.

These are some ways wikis could be used in a classroom:

• create in online text for your classroom
• try creating a choose your own adventure
• have your students use a wiki to publish information about a topic that they are investigating
• create digital portfolios for students and teachers
• create collaboration opportunities between classes across the school and across the world

The possibilities are endless in this digital age. By incorporating these learning aspects into todays classroom we are teaching students how to present, research, share, collaborated and interpret information and am settting them up for the future of tomorrows workforce.

Computer Programming in the Primary School - week 8

Notes taken from textbook, chapter 17 - Computer Programming in the primary school 
Rory McGann and Aisling Leavy

Although everyone now days can play games on their phones etc wouldn't it be great to be able to harness the power of technology to create meaningful educational challenges and in turn stimulated and develop higher order reasoning abilities. This is why computer programming is now being introduced into primary schools.

• People construct new knowledge when engaged in constructing something meaningful. If students are learning to programme and construct artefacts they are engaging in self-directed learning therefor creating new knowledge

Game design:

Hayes and Games (2008) identify four goals that motivate the focus on game design

• to help students develop programming skills
• under-representation of females in maths and science has stimulated interest in developing game design environments of interest to females
• the use of games has been shown to enhance learning in academic domains such as science, maths, history, language and literacy
• the need to equip pupils with skills to participate in a knowledge economy has precipitated the focus on 'design thinking'. 

These gaming environments promote ongoing learning opportunities, support the development of computational thinking and systems thinking which in turn develops problem solving and design based reasoning. 

Findings about students from programming in school program

• students work collaboratively each adding their different strengths
• students learn't to use and incorporate multimedia functions
• opened up possibilities for future career paths
• students learnt to draw on others expertise if they were stuck

Observations from student teachers about the programming in school program

• stimulated a sense of wonder and curiosity among pupils
• eagerness to learn
• full of questions and wanted to move on to new areas
• experimentation in regards to programming
• it encouraged higher order thinking by giving class a chance to experiment, summarise, analyse, make inferences and deductions
• it challenged the students to suggest solutions to problems and make informed judgements supported by logical thinking and problem solving skills
• promoted collaboration in the process, helped them learn from each other and praise each other

Pedagogy

• questioning (able to see what students have learnt, what they found easy/hard0
• balance is needed between teacher-talk, pupil engagement and structured tasks
• pair work, collaboration and mixed ability groups would work in this scenario

Programming a robot - week 8

I completed an 'Hour of Code' using the Angry Birds and Plants verses Zombies theme on code.org.  The activity uses Blockly, a visual programming language that has blocks you drag and drop to write programs. Although this code was used you can click a button to see the javascript code if you wanted to. This program also has a section for teachers that gives you ideas on how to run a class using this program, ideas on how to overcome obstacles like not enough computers and lesson plans. It is a great resource for introducing students to computer programming. 

I actually loved the program. It gave instructional videos as well as used themes that young students are very into. It was bright, interactive and because the videos and games weren't to long they held my attention.

The only downside to this type of program is that students can't explore for themselves. If they don't get the steps correct then you can't move forward. Although this is good for making sure they learn how to do something it does not allow for creativity or exploration of how to use coding. 

This is a screen shot of one of the tasks I was asked to do.

This activity meets the Australian Curriculum General Capabilities by:

• developing an understanding of the characteristics of data, digital systems, audiences, procedures and computational thinking
• applying this when they investigate, communicate and create digital solutions
• learn to formulate problems, logically organise and analyse data and represent them in abstract forms
• they automate solutions through algorithmic logic
• Students decide the best combinations of data, procedures and human and physical resources to generate efficient and effective digital solutions
• They create digital solutions that consider economic, environmental and social factors. (ACARA, 2015)

I was even awarded a certificate to say that I had completed the 'Hour of Code'. (Students love awards!)

This activity would help students gain a knowledge of basic computer programming and would inform students that computers can do anything if the correct information is programmed in.

References:

Australian Curriculum Assessment and Reporting Authority (2015) Retrieved from http://www.australiancurriculum.edu.au/technologies/general-capabilities

Algorithm activities - week 8

Algorithms are part of our everyday life. From writing lists to following a recipe we are exposed to algorithms constantly. My 12 year old daughter is an avid list writer. I will find lists all around the house about things like what to pack in her ballet bag for class, to what she wants for lunch. Another daughter (7) creates sequencing charts with what she has to do in the morning before school. These are just two ways Algorithms are evident in my own home. They were explained in a video on moodle with direct links to how each grade can incorporate them into the classroom. I found this video very insightful.

https://vimeo.com/101981736 from Digital Learning & Teaching Vic on Vimeo.

We were given a challenge to create two tasks using Algorithms. This comes from the curriculum links in Digital Technologies for F-2-

The elaboration is -

With this curriculum as a guide my first activity; which was to give a set of instructions to a visually impaired student to move from the door to my desk, I created the following directions.

1. Forward 3 steps
2. right 2 steps
3. forward 4 steps
4. left 2 steps
5. forward 5 steps

After writing this algorithm and testing it out I realised that the steps were MY steps and not a childs steps which would obviously be a lot smaller. To counteract this I could measure the normal step of the student I was designing this algorithm for and draw a template so that I could use it to measure out the steps needed to get to my desk. This template could then be used so that the class could write a set of instructions for the visually impaired student to get to other places in the school, like the toilet or the library. 

The next activity I was asked to come up with an algorithm for was making vegemite toast. This is something I do EVERYDAY but actually thinking about the steps and writing them down to create an algorithm is something I have NEVER done! 

1. Take bread out of package
2. Get toaster out of cupboard and plug in
3. Place bread in toaster and pop down
4. Get butter out of fridge
5. Get vegemite out of cupboard
6. Get knife out of drawer
7. Get plate out of cupboard
8. Take bread out of toaster, it has now become toast
9. Place toast on plate
10. Pick up knife and put butter on it
11. Spread butter onto hot toast
12. Spread vegemite onto hot toast
13. Watch as it melts into yummy vegemite goodness
14. Pick up toast
15. Place in your mouth and enjoy!

This type of algorithm could be used in a F-2 classroom for many different activities. For foundation you could use pictures to show the steps but as they get to year 2 and are reading fluently, words could be used to create these algorithms.

Here is an algorithm used to create a 'Mr Potato Head' that could be used in a Foundation classroom.

(source)

Computational Thinking - week 7

Computational Thinking involves a set of problem solving skills and techniques used to create a solution to open-ended problems. Usually in a school setting there is always a right answer to every question posed. In computational thinking we are stretched to use our resourcefulness to solve these questions but we are also taught that there is not always a simple answer. Four characteristics are used to define computational thinking

• Decomposition
• Patterns (data representation)
• Abstraction (generalisation)
• Algorithms

(the definitions of these characteristics are here)

By decomposing a problem, identifying the variables involved using patterns, and creating an algorithm the result is a generic solution. The generic solution is a generalisation or abstraction that can be used to solve a multitude of variations of the initial problem.

Reference:

https://www.google.com/edu/resources/programs/exploring-computational-thinking/
http://en.wikipedia.org/wiki/Computational_thinking

Code monster and Kahn Academy - week 7

Being introduced to coding was a bit daunting. I understood the concept and found it fun when not doing it with a computer like here in my classroom game but trying to remember the ways to code hurt my brain!! I am sure if I kept going with it and wrote down quick links to things I would get the hang of it faster and it wouldn't hurt so much.

My first go at it was through code monster. This tutorial was loooonnnngggg and I forgot lots of things before I even reached the parts where i had to code by myself. Although this site is simple and it directs you to what you are supposed to do I think students would get lost because the tutorial was so long. 

My next attempt was through the khan academy. I really liked this site. It was broken down into sections that you could click on when you felt ready or you could skip them altogether. It introduced you to things slowly, gave you a challenge (with help) and then a project to do at the end. This site was more appealing to me and I think students could work with this site.

Once these simple coding concepts were learn't students could create shapes, pictures and games. It is an easy introduction to computer coding and depending on the computer literacy of a child they could start this at an early age.