I'm excited about learning more about how I can more effectively embed digital technologies into my programming. I am a year 3 teacher at Wilderness School and am lucky to work with a team of wonderful Teachers.
Option 2: Next term I will be working with our Year 3 teachers to introduce IF-THEN statements in visual coding. I am still in the "thinking stages" when it comes to designing a challenge to tie it all together, but I am keen to use the Tynker app that they have access to on their iPads. I have written a blogpost that pulls together the resources and lesson ideas I have found so far, and have set myself a challenge to come up with a meaningful challenge for the students using Tynker before the end of the holidays. Any ideas or hints are welcome. 🙂
#CSERTask1 I haven't done coding myself in so…so..long. I got onto Blockly Turtle and was instantly addicted to problem solving. The ability to fail fast is attractive, along with the instant way that you can see the results and make modifications so easily. This could become an interesting challenge for students, very easily scalable.
#CSERTask3 For this Maths Task I have taken outcomes for Year 6 Maths based on shape and geometry. The link is very obvious, as students use Turtle to understand that Pen Up and Pen Down is like an On/Off Switch, and that coding requires specific sequencing of instructions. Students first learn and understand shapes before creating them on Turtle, they can also make pictures using shapes and then use coding to recreate digitally.
This task uses Persuasive Texts in English along with algorithms and branching. Students use Fables to demonstrate the sequence of events (they may use cards, type, story board) then make suggestions as to what might happen if a character made a different decision, and show how branching would occur in the sequence. They then use one of these alternative decisions and demonstrate the result using Scratch. They may also like to create images of t…
I’ve spent a bit of time using Sphero’s Lightning Lab app to control my SPRK robot, but I’m now working backwards in complexity by exploring ScratchJr (so I can support early childhood pre-service teachers in using it for the first time). As a precursor to using ScratchJr, the following activity will be considered to explain the key programming statements used in ScratchJr. Note this is not as explicit as it could be, but connects to the process of decomposition (pre-task using LuidChart) and abstraction (using multiple pages in Scratch are required and therefore …
I first experienced code whilst trying to work out how I could teach it to my Grade 2 class. We used Daisy the Dinosaur as an introduction and Scratch JR to give students the opportunity to create their own code. I found students really enjoyed the experience and we learnt together. Students worked on individual iPads, but were inevitably sharing their ideas and helping each other solve problems.
I just had a go on Blocky Games and I tried both Maze and Turtle. They were both a lot of fun and surprisingly challenging in places. I think both could be great t…
Hi, I am Alice and I work in a School in the western suburbs of Melbourne. I currently teach Year 5 and want to develop a stronger understanding of the Digital Technologies Curriculmn and how I can better teach my students to be prepared for the digital world!
I a primary and middle teacher at Wilderness School in Adelaide. Looking forward to learning more and playing around with the online activities. I have a basic knowledge of coding and I am happy to pick up new skills or programs if anybody has suggestions.
Enjoy your afternoon!
Hi All! I'm Jane Ellem and I am a self confessed Edtech Geek! Passionate about Design Thinking and inquiry based learning. Based in the NT at a primary school as their Learning Coach and all things Edtechy along with various other roles. Have just returned from a 2 year teaching stint overseas as a Technology Integration Coach. Looking forward to getting stuck into this MOOC and getting to know you all!