Digital Technologies: Learning Activity 1
Scratch
Year 3 and 4
Content Description
Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
Elaborations
Designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
Year 5 and 6
Content Description
Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
Elaboration
Experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a choice between two different circumstances using a spreadsheet or a visual program
Reflection
My Experience and what I learnt.
Scratch is an online introduction to a programming language-authoring tool. It is a great introduction for young students to the world of computer programming language. I found that my exploration of scratch was frustrating in the beginning as I was not familiar with the interface and the world of programming language. After persisting through the first activities I found the completion of the activities very satisfying. I learnt that programming language becomes easier the more you use and apply it.
Time permitting I would have explored scratch further. I believe scratch would be a great resource to introduce primary students to the world of design in computer programming.
Application to a primary context
Students who are identified as gifted and talented may find this program very interesting. The unlimited potential of the program means that students will have many opportunities to use higher order thinking skills and apply the knowledge and skills developed within the digital technologies curriculum.
Digital Technologies: Learning Activity 2
Minecraft
Year 3 and 4
Content Description
Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
Elaboration
Describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make
Years 5 and 6
Content Description
Design a user interface for a digital system, generating and considering alternative designs (ACTDIP018)
Elaboration
Exploring different features of user interfaces that allow people from different cultures to access information irrespective of language background, for example using icons and consistently placing icons or symbols in games interfaces to reduce the frustrations of game players
Reflection
My Experience and what I learnt.
Minecraft is a program that can be used across all platforms of digital devices. It is a game that requires the user to follow a sequence of hierarchal steps and choices to survive and create a virtual world. In the beginning the game follows a set of structured steps and guidelines that allows your character to create their basic needs for survival within the virtual world. Once these structured steps have been completed the unlimited capabilities of the user to create what ever they want can be realized. For example users have created replicas of cities from all over the world as well as famous landmarks. The online nature of the game means that users can interact with each other and share various created worlds and projects. I learnt that the choices a user makes within the game have a significant impact on the way the user can apply the created data. For example, selecting the wrong resources to mine limits the future projects that the user can engage in. I found minecraft time consuming to use at first but rather addictive once I had worked out how to survive. Mining resources to design and create items engaged me in the planning process which I believe is very applicable to the design and Technologies Curriculum
Application to a primary context
The ability to create aesthetically pleasing environments and objects that can be explored by their peers enables student to understand how digital items can be created via a series of structure steps. Students would be able to create virtual worlds that resemble their current studies (e.g. historical studies, ancient worlds) in a learning area and share with their peers. Minecraft would be particularly useful to engage students who might not show interest in the design and technologies curriculum. The ability to explore replicas of historical landmarks or countries has huge potential when intergrated across the curriculum.
Digital Technologies: Learning Activity 3
Infographics
Year 3 and 4
Content Description
Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
Elaboration
Selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example lists, tables, graphs, animations, info graphics and presentations
Year 5 and 6
Content Description
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)
Elaboration
Using data visualisation software to help in interpreting trends, for example uploading data to a web application and building a visualisation of the dataset
Reflection
My Experience and what I learnt.
An inforgraphic provides a very quick way to present, read and interpret many types of data. The type of data can range from very a simple comparison of figures to a complex innercity train network. The program I used to create an inforgraphic was piktochart. I found this program very easy to navigate, fun and interesting to use. The visual way that the data is presented can be adjusted to suit the requirements of the user.
I learnt that the representation of data through an infographics is becoming very popular. Not only was I am to find many examples of inforgraphics online but many organisations and business within my community were using infographics. I was not aware of this format before exploring this digital learning activity. I have since used this program to create infogrpahics for other courses and used it as part of a lesson objective during professional experience.
Application to a primary context
Students in year 3 and above with varying levels of support would be able to create an infographic. The visual nature of the infographic format seems to appeal to all students, as does the creation process. Inforgraphics can be created for very simple data sets for example washing hand statistics. Infographic allow students to think about the data they are going to present and how they will present the data in an interesting way.