Posted in coding, Minecraft, Teaching and Learning, Techie stuff

Digital technologies, digital fluency, the New Zealand Curriculum and maybe even some fun….

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 πŸ™‚

Finding (useful/readable) information on the curriculum proved a bit of a challenge – that really is ongoing because the curriculum is still in draft formΒ 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,Β (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.

Screen Shot 2017-07-29 at 9.17.12 PM.png

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

Screen Shot 2017-07-29 at 9.57.17 PM.png

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’

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.

Screen Shot 2017-07-29 at 8.50.57 PM

Screen Shot 2017-07-29 at 8.51.11 PM

Screen Shot 2017-07-29 at 8.51.19 PM

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.

Screen Shot 2017-07-29 at 10.14.17 PM.png
A yr 8 student was doing this about 20 minutes after I gave the microbit to him to try…Β 

Then I handed it to Kevin, and didn’t get it back πŸ™‚

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 casesΒ (from thingiverse) you can make for them too πŸ™‚ AND there is a massive wealth of ideas at the microsoft educator communityΒ microbit page – you don’t need to be a microsoft user to use them though πŸ™‚

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- Β 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…

Screen Shot 2017-07-29 at 10.11.33 PM.png
This is Julie’s name in binary – the blues are spaces, which she explained is not technically correct, but helps clarify where the code starts and stops. I had MASSIVE envy πŸ™‚

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.

What’s next?

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. πŸ™‚

Advertisements
Posted in coding, Minecraft, Professional learning

Getting my code on at #kiwipycon

This morning I stepped out of my comfort zone and went to a session at the Pycon conference being held in Dunedin. I have been playing around with coding for a little while without ever really getting a grasp on it, and thought this would be a great opportunity to spend some time on it. Python is a language that can be used with Minecraft, the conference was in Dunedin, it didn’t require relief as it was a Saturday morning, it cost $10, perfect professional learning really. And I learned loads.

IMG_20160910_102813.jpg
I took this photo partially to hide my confusion – it has been a while since I went to a conference where I knew NO ONE to talk to…. thankfully there was tea πŸ™‚

Screen Shot 2016-09-10 at 9.50.41 .png

Firstly, I meet lots of cool people. The session was a mix of people which meant a range of skills. I was a little disappointed there were only 2 other teacher there…. but there were several programmers looking to find ways to help schools, or to help their kids learn how to code. So there was a whole lot of skill in the room.

We were working on computer that we running off a raspberry pi. I knew those we machines were grunty, but I didn’t realise how so.

IMG_20160910_104735.jpg

To start with , we got a series of tasks to work through – it was based on this book which I have now ordered.

IMG_20160910_121935.jpg

Doing this task I learned about the language around programming. For example, how important syntax it – I kind of new this, but a lowercase where an uppercase letter should be causes chaos in the code. But it was cool to be fluffing around and getting the hang of things. And teleporting all around the map was cool to – Sitting next to a pro programmer meant I got some additional help and got into writing some loops (this said, I was able to show him how to move around in Minecraft… was awesome). He also teleported to 0,0,0 and got stuck as he went to where the world was generated from (we think…).

IMG_20160910_111346.jpg

We also learned how to create blocks – which was very exciting for me as I would like to make some ion blocks and use minecraft for Ionic formula. So I am going to talk this through with my Yr 10s next week and see what they can do πŸ™‚

The second part of the task was AWESOME.We got to ‘hack’ into the raspberry pi and do a little bit of electronics stuff using a bread board.

After a couple of false starts (including putting the LED in the wrong orientation – teacher fail) We got this little puppy flashing πŸ™‚ So very satisfying πŸ™‚ Especially when changing the times meant the flashes slowed down or speed up πŸ™‚

 

I didn’t get up to the stage of then turning the LED of and on in Minecraft as I ran out of time, but I will ask the robotics teacher at school if we can set this up so I can have another go.

So it was an amazing 90 minutes. I got to play around with some of the tech people keep talking about and actually see what it can do. How easy it could be to do the same activity in a classroom – and I am sure my kids would be way ahead of me.

So moving forward, I want to make some time to keep playing around. And for next year, re think how I teach our electronics unit for yr 10 – currently we build some circuits and solder a device that gives an electric shock. But if we can solder up an arduino and then incorporate some programming into it, it would SUPER rock.