Linking Thinking – English + Digital Technologies
When introducing Scratch Jr to Year 1 students, a number of opportunities to link their thinking about the purpose and structure of the coding language and the purpose and structure of familiar texts used in English became apparent. Our discussion about the purpose of particular blocks and the syntax of the Scratch Jr code were valuable opportunities for students to make connections between their learning in different subjects.
I'm Jemima, a Digital Learning Consultant for the Catholic Education Office in WA. I'm currently working part-time (mummy duties) and responsible for supporting CEWA schools with all things teaching and learning with digital technologies. I spent 12 years in the classroom prior to this role in both SA, WA, remote and metropolitan schools. I'm an Apple Distinguished Educator, a Google Certified Teacher and have completed my Masters in Edn (specialising in ICT in Edn). I was fortunate enough to teach in a 1:1 device classroom and helped e…
# cser task 1
I tried Scratch JR a few times and enjoyed it a lot but felt confused and very new at it.I have not had any real experience until recently so I chose Blockly. The first one I tried was "Movie" but got lost easily so tried "Maze" and loved it. I am now going onto try as much as I can now some things have clicked. It must be the same for some children starting out and my experience reassured me just how important baby steps and breaking it all down to lots of graduated activities really is best!
Students have used Voki (http://www.voki.com/) and the Tellagami (app) to create short book reviews or to introduce characters. These used to be free, however now that they are not I have started using the DoInk app with green screening for older students and the Chatter Pix and Chatter Pix Kids apps for younger students. ACMI also have a great storyboard creator
I have been doing a ceramics unit with my ILC (Intensive Language Centre) art students. My students are all migrant refugees or asylum seekers with very limited English language skills and are aged between 12 and 20+.
In the ceramics unit we have been looking at nets of solids, starting with commonly used functional geometric forms (such as plastic take away food containers) and moving onto triangular prisms and hexagonal pyramids etc. Many…
For my next Teacher PD I will explore the connections between Digi Tech and English with teachers and the opportunities they have to connect these 2 learning areas. My example, before I ask them to come up with ideas, will be through the use of gaming and technology magazines. I'd love to see classes make their own technology magazines for the students in their school to read. This could include teaching students about persuasive writing, narrative writing, information reports, infographs and descriptive writing. I'm going to hunt down a class t…
I have gotten so many ideas from this course, from both the course and participants ideas when completing unit tasks. I was wondering if there was an easy we can collate and organise all these fantastic ideas to make it easier to share? I am in the process of typing up whole school documents to help teachers implement DT and it would be great to share some of these ideas in a simple way. Thoughts?
Digital Technologies and Maths – Task 3
I plan to use Dig Tech with the Numbers unit in 7 Maths. The unit goes for approximately 4 weeks but I plan to target the last few lessons and use this as part of the revision phase. The students would previously have covered conversions of percentages to fractions and decimals and vice versa.
The plan would be to spend 1 lesson reminding them of the basics of Scratch (which they have already covere…
DT – use visually represented sequenced steps
Maths – describe 2D shapes
My students learnt about 2D shapes and their features in lessons leading up to integrating with Digital Technologies. We discussed 2D shapes and complete shape hunts around our school. After learning about shapes, students chose 4 shapes and used Scratch Jr to create an educational clip. Students drew their shape as their sprite in Scratch and then coded it to move and either say or have text to describe the features of the shape. Students loved this activity.
We have a…
DT use visually represented sequenced steps.
Eng create informative texts
My year 2's are currently learning all about writing information reports. Along side this I am currently teaching algorithms which will be followed by loops and debugging. Once students are up to completing their own information report on their made up creature I will be getting them to create their information report using either Scratch Jr or Scratch. I would get students to plan their visual program using a storyboard before they enter their algorithm…