The New Zealand curriculum got an update of sorts recently with the introduction of a new digital technologies strand. As a teacher interested in using digital technologies to enhance learning, I was really quite excited to see what it would look like, and how it might be integrated into the curriculum. The NZC digital technologies strand was released with much fanfare but (IMHO) limited information for what it might look like for schools. Through my roll with the PPTA ICT committee, I have heard a bit more about the process and am in awe of the people who have been working incredibly hard behind the scenes – especially it seems to have been a made rush to prepare some draft NCEA Digital technology standards for term three this year. I have meet some people at workshops and online who have been generous with their time and ideas. We (my school partner in crime Kevin) and I have come up with some ideas about how we can introduce digital technologies into our school as a module for yr 7 & 8 students, what we are hoping the students will get out of it, and how we think it fits into the goals of the standard. I am really stoked our principal is using this as an opportunity to reflect on technology teaching school wide rather than just putting it in the technology department bucket, and we are possibly looking to review this in the next year or so. He also is of the view that all teachers need to be teachers of technology, not just the ‘technology’ subject teachers. (Hope you don’t mind my quoting you boss man)
This blog is to try and cement some of the ideas in my head after percolating some of the info I’ve read and reread over the holidays, to share some of my thinking and hopefully get some feedback on what other people/schools are doing and how we might improve our plans.
Where did I get the information…
if you have some resources – please feel free to share them and I will add to this list 🙂
Finding (useful/readable) information on the curriculum proved a bit of a challenge – that really is ongoing because the curriculum is still in draft form and this is quite recent. So get in and read up and get some feedback in HERE!!
There are some workshops being held around the country, so if you haven’t seen them and want to go, the info is HERE.
Currently, the learning progressions are in draft form (see the link above to submit feedback) and you can check out the ‘NCEA’ levels HERE, (This link came from THIS TKI site). (Incidentally, learning progressions is going to be put in curriculum wide… rather than curriculum levels – a tidbit from the PPTA ICT meeting)
This page is particularly important for us thinking around our course for yr 8.
And to put it in simpler terms, this is the best diagram I have seen (it makes sense to me) for how we wrap those thing together
(This is a screenshot, and a thousand apologies, but I can’t find the original link to the article…..)
How does digital fluency and computational thinking tie in?????
So, to me, computational thinking is just another way of talking about thinking critically, and it strongly ties in for what we are also trying to achieve with the Nature of Science and science capabilities. I wonder if really we could simply say, lets try and get kids thinking!! (shock horror). Because it might be nature of science in Science, computational thinking in digital technologies, algebra in maths, design process and prototyping in fabric tech or DVC etc…..
But back to the task, there are some lovely resources about computational thinking on the TKI page, including the video below
Digital fluency is a slightly different beastie, here is a snapshot from the same TKI page
So digital fluency is not just about using the computers, it is about everything. And this is where I think my principal hit it on the head when he said ALL teachers need to be teachers of technology. We need to be able to apply different technologies to our different specialities and then explain why they give us a desired outcome.
So we want to be encouraging our students to think critically about the technology they are using to complete tasks, have an understanding of the limitations and strengths of those technologies, and how to create their own digital solutions to problems.
Sounds easy right….
Our plan is for a module for Year 8 (and possibly yr 7 too if we can squeeze it into the best that is timetabling in a secondary school) that will have approximately 32 lessons/hours (depending on the timetable. We have a very loose plan at the moment…. mostly because 1) we aren’t sure who will be teaching it, although Kevin and I would like to teach it together – perhaps 2 hours a week each… again depending on the timetable… 2) We are not super sure of the skills the students will bring with them (sounds a bit like students coming in fresh to Science classes right… ) 3) we are waiting to see if we can get all the licences, resources etc we need.
If we get a course at Yr 7 too, we would re jig both programs so there was also an explicit focus for some of the course on the digital applications and devices/infrastructure themes we have ignored below.
Rationale behind our choices….
Without wanting to sound too much like I am getting paid (which I am not) by micro:bits, they are easy, not too expensive (about $30 each) and they are web based so it doesn’t really matter what devices you have to use them on. We ordered some from HERE, and hats off to PB tech, they arrived in a week. I attended a session on the microbits at E2, and was really impressed. I bought the one I was given home, and the kids who had a play were also really impressed.
Then I handed it to Kevin, and didn’t get it back 🙂
Some other advantages include you can see the ‘prototype’ on the coding screen, so students could also build code at home, then bring it to school to see if it worked, or you can debug before you download the code, and you can alternate between a drag and drop and java code etc.
There are also some cool 3D printable cases (from thingiverse) you can make for them too 🙂 AND there is a massive wealth of ideas at the microsoft educator community microbit page – you don’t need to be a microsoft user to use them though 🙂
Why Minecraft? Mostly because WHO does LOVE minecraft!!!!! But the education edition is a really nice way to ease into coding, and games for learning too. I know some of our students love using minecraft, while some are not so keen, so really it would just be another tool in this tool box to try and engage as many learners as possible. The biggest issue with this will be having enough mice – playing minecraft with a laptop trackpad is not the same as playing with a proper mouse. So this will impact where we can take these lessons, and depend on what we can organise. That said, I’m sure we can find some old mice somewhere to use.
We are deliberately steering clear of Scratch as it is part of the yr 9 program on information management all students at our school do. So trying not to double dip on the tools. That said, if a student wanted to play, we wouldn’t stop them.
We will also look at using hour of code for some extension acitivities – mostly because the game design is very explicit in the tutorials. I have used hour of code in my science classes a few times, and most students really enjoy it, and all of them like playing the games the all make. This also has the advantage of being available in different languages.
I got the idea of the post it notes game from Julie during the OMG tech rangers day I went to earlier in the year. She explained how she gets her yr 8 students to make a binary alphabet, and then write a post it note with their name and something about them. Students then swap notes and decode. I thought this was a really nice started activity because 1) It helps me get to know the kids, 2) it isn’t on the computers do it stresses the it isn’t just about computers angle, 3) it has a nice literacy link and 4) most kids LOVE post its- and so have stolen it (with her permission). Julie also did a bag tag activity, but I’m not super sure all our kids (am I being stereotypical when I think ‘boys’) might not be so into this….. but perhaps we could adapt it somehow…
We included the OR option in terms of designing an app OR researching how tech is used to benefit humans because we are well aware that some students will be more interested than others about the actual coding while others will be desperate to get in and make something.
This week we are talking through what we have so far, having a closer look at how it fits around everything else that is happening in school, and trying to sort out all those pesky logistical issues (like which classroom will be used, and what budget does it come under.) As I said at the start, I’m am still processing the ideas and how to best implement them, and welcome any feedback. I am thinking we would run a trial class in Term 4 – my year 10 Science class might become some testers of tasks and lessons. We will also have some staff attending the information days, which might also inform our choices.
In the mean time, I’m having fun playing with the microbits and learning more about what they can do. 🙂
4 thoughts on “Digital technologies, digital fluency, the New Zealand Curriculum and maybe even some fun….”
Good stuff Rachel. I’m excited! In terms of all teachers teaching tech, I believe digital citizenship is an overarching principle teachers need to be aware of, model and apply when using digi tech in our various subject areas. Digital Citizenship is a platform upon which digital fluency, computational skills, coding etc evolves from. It also requires support from home. Schools should be having conversations with parents (via information evenings, newsletters, emails or surveys), about how digi tech is being used at home too. But that’s just MHO 😉
Thanks Michelle – and agree re support from home. I feel many families could benefit from a stronger understanding of how digital technologies work. Teaching the teacher the pros and cons of different technologies is really hard – often being so time poor they just want to hear the use this now answer