Ngā Matapakinga | Discussion

Link to 5 card binary digit interactive.

Thank you to everyone who has already shared in this thread. Love Micro:bits, for the accessibility and affordability and open-endedness - if that's a word? lol .

I recently wanted to highlight how useful Micro:bits can be as a gateway to teaching/using computational thinking in year 9/10 classes, so I created some simple infographics to demonstrate some cross-curricula connections.

I know Digital Technologies fit squarely in the Technology Learning area, but I also feel sometimes you have to make curriculum connections to other learning areas through authentic contexts/issues, so I've tried to create a 'conversation starter' for Health P.E and Science. I've also created a Social Sciences example too (without Micro:bits), to show other ways of making connections between curriculum areas and Computational Thinking in Digital Technologies.

• https://create.piktochart.com/output/47367952-science-and-ct-example
• https://create.piktochart.com/output/47453526-pe-and-ct-example

I'd love your feedback - things to include, improve, other ideas? How else would you create (or have already) as a gateway resource to introduce curriculum connections?

As mentioned in our recent webinar, here is a little technology task that is perfect for Year 5-6 ākonga:

"Ms Smith teaches the new entrants. During a recent fire drill, instead of evacuating the classroom in an orderly fashion many of wee kids burst into tears. It wasn't a great moment for health and safety. The Y5-6 ākonga have been tasked with finding a way to help Ms Smith, and her tamariki know what to do next time there is a fire alarm."

Working in groups, using a design process, the ākonga work to understand the problem, understand the end-users and come up with a solution. There are some interesting factors:

• The end-users have some specific needs (e.g the little children may not be able to read), so empathy is important
• The end result could be a digital outcome
• It's an authentic context—assuming it happened in your school (be on the lookout for similar little problems to solve)
• You don't have to actually make all the solutions. Groups could pitch ideas to the rest of the class, and the winning design is then made by the whole class.

Does anyone else have other little ideas for short, sharp technology projects?

Kia ora koutou Here is the ICT vs DT poster we referred to, in several different sizes for your viewing pleasure!   ​

A0 poster:   

A1 poster:   

A2 poster: 

A3 poster: 

If you missed the Ask Me Anything (AMA) Facebook live session this week (Tuesday 9 June), no worries, the recording is still available to go back to and some of the resources talked about have been shared below.

What burning questions do you have for our panelists next week? We'd love to hear more. Simply, add your pātai (questions) or responses below.

Āna, ngā mihi Matua Greg, he tino rawe te rauemi nei o Micro:bit. 

@Helen.Norcliffe1 and @Nane.Lockington2  I hear you about growing your own knowledge, there are a few new things to learn in this kuapapa, terminology and coding processes, language etc. I've found the Pīkau really useful, and hoping you and your colleagues have been able to sign up for Kauhaurangi Tuihono - webinar series like @Annie.Ash1 has found and you might like too @Ngawai.Haitana-Tuhoro.  Sometimes sharing videos of rapid advancements and changes to technology in society is a nudge for those who might not see the purpose of this being introduced into our curriculum, ie: the good, bad and ugly of artificial intelligence as well as igniting interest in students @Kerri.Bailey (who may not have been inspired before) can be catalysts for getting teachers to get on board too.

I am probably a combination of both, I start out like Mahuika, a little more reserved and watchful but once I experience some success I become more like Maui.

There seem to be many connections which all together make a clearer picture.  I found the Barefoot CT image really helpful summary. I like the way it breaks down CT into smaller parts (algorithm, decomposing, patterns etc).  I am also very eager to try the Joanne Roberts sorting activity.

That sounds very timely and relevant Julie and closely aligned to what I've been viewing in the pīkau too .

Finding  quicker, logical ways to work out problems is a great way to teach students about sorting algorithms (in a Computer Science sense), where there’s a need for computers to process and find the right answers quickly too. None of us have the time or are used to sitting and waiting for a computer to process stuff for too long (100ths of a millisecond) For example, Programmers need to know when they’re dealing with this kind of problem, and choose algorithms that will produce a result in a reasonable amount of time. (Pīkau 17: CTDT PO4-6: Comparing Algorithms).

In this video, we see Tim and Joanne use two different searching algorithms (sequential search and binary search) to solve the same problem, and then analyse the results with an interesting conclusion. I found all of the videos and content in Pīkau 17: CTDT PO4-6: Comparing Algorithms do well to explain the ‘need for speed’

I've found the Pīkau very easy to view and incredibly informative. Wondering how everyone else is finding this content too?