Ngā Matapakinga | Discussion
Public discussion Created by Tessa GrayKia ora koutou, here's the last instalment of the Pick-a-path webinar series - with an emphasis on where this all fits in the curriculum and how this might look; using frameworks for design and planning templates.
Enjoy and please let us know how you get on or better yet, share some of your examples with us here
- By Tessa Gray
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Public discussion Created by Joanne Roberts- Public discussion Created by Joanne Roberts
Public discussion Created by Jess Bond- Public discussion Created by Jess Bond
6 MarchPublic discussion Created by Gerard MacManusFurther to Jill Monteiro's post: it is great to see another ESOL teacher on board with learning DDDO!
- By Annette Vartha
I agree that the promotion of speaking English is paramount! When students are enjoying themselves and engaged in what they are doing, they relax and are more likely to speak English. Using the Lego Ducks in a collaborative small group activity would be really fun for my students - kinesthetic too!
Getting our ESOL students (most particularly former refugees) up to speed with digital technology language would also hugely help in mainstream classes.- Public discussion Created by Gerard MacManus
New content has been made available for this gamefroot, book one has now completed.
How to code a 2D platformer game
- By Gerard MacManusIn Gamefroot you can create games, interactive stories and animations and share them with others around the world.
Gamefroot is an online game creation platform that runs on laptop and tablet browsers.
This booklet and the Te Hiko Tākaro programme were developed by Gamefroot, in association with Te Puni Kōkiri: the ministry of Māori Development, Pātaka Art + Museum, and the Ministry of Education.
- Public discussion Created by Joanne Roberts- By Joanne Roberts
- Public discussion Created by Joanne Roberts
Link to 5 card binary digit interactive.
- By Joanne Roberts - Public discussion Created by Jess Bond
- 31 JulyPublic discussion Created by Tessa Gray
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?
- By Tessa Gray 
Public discussion Created by Darielle Bell- Public discussion Created by Darielle Bell
- Public discussion Created by Joanne Roberts
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:
- By Joanne Roberts 
Public discussion Created by Ta'ase VaogaIf 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.
I'm just starting to explore the curriculum and not really sure when I should begin on your website, what should I do? Take a look at the story of Maui and Mahuika, self review tool, take a look at what others are saying already.
• https://kiatakatu.ac.nz/en/digital-readiness/
• https://ngakiriahi.kiatakatu.ac.nz/discussion/view/22042/getting-our-colleagues-onboard
What are the expectations of yr 7 & 8 teachers to prepare students for moving to high school in DT? Take a closer look at CT (PO 1/2/3) and DDDO (PO1/2) signposts and exemplars in the revised learning structure (Technology Online) and think about collaboration across schools to help with transitioning between school and kura.
• https://technology.tki.org.nz/Technology-in-the-NZC
• https://technology.tki.org.nz/Technology-in-the-NZC/CT-Progress-outcomes-exemplars-and-snapshots
• https://technology.tki.org.nz/Technology-in-the-NZC/DDDO-Progress-outcomes-exemplars-and-snapshots
When is it e-Learning and when is it DT? What would take my lesson from being eLearning to Digital Technologies? Unpacking the synergies and differences between ICT/e-Learning and Digital Technologies is a great place to start. Some of the differences/additions to the curriculum include processes and terminology to do with computational thinking elements, design thinking, authentic users/audience/purpose, problems to solve digitally, learning ABOUT DT - computer systems, processes for file storage, finding out how devices work.
Why are we teaching Binary? What would my students do with that knowledge? The "digits" in "digital" - same as atoms in chemistry, so it's useful, interesting and engaging for students to understand how computers process data in two states and what they can do or in some cases - the limits on what computers can do e.g. Y2038 problem, encryption strength, IPV4 vs 6. For more, see Tim Bell's document, Who needs to know about binary numbers? What is a natural progression for teaching elements or concepts of Computational Thinking? Take a closer look at CT (PO 1/2/3) and DDDO (PO1/2) signposts and exemplars - revised learning structure (Technology Online). The progressions in the pīkau exemplify this also (see below).
• CTPO1 Algorithms, decomposition, debugging.
• CTPO2 Then sequence and outputs.
• CTPO3 Then conditionals and loops, a smidge of binary, and 3DOPO simple systems that have input, program and outputs... etc)
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.
- By Tessa Gray- Public discussion Created by Darielle Bell
Āna, ngā mihi Matua Greg, he tino rawe te rauemi nei o Micro:bit.
- By Darielle Bell 
Public discussion Created by Ngā KiriahiThere 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.
- By Helen Norcliffe- Public discussion Created by Tessa Gray
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