Although I have used coding with children before, I was unfamiliar with some of the programs suggested on this course. So I used the Blockly website. I really enjoyed the problem solving element and could transfer knowledge from other coding websites to Blockly.
Hello. I am Laura and I am a coding tutor. I am looking forward to up levelling my skills further through this course.
Hello I am Ali. I teach Year 5 at Wilderness School in Adelaide. A group of teachers at our school are doing this course together and I've learnt lots from my peers in recent months. We have been building our understanding of the Digital Technologies Curriculum this year through coding lessons and programming a Nao robot and I'm looking forward to learning new ways to integrate further within the curriculum.
Hi; I’m John. I am a Secondary School teacher in the rural, by the sea, tourist and fishing town of Lakes Entrance. We are a small school of ~250 students. I am interested in developing a better understanding of the teaching and learning of digital technologies in the later primary schooling years so that my school can support our regional primary schools, and also build on the students achievements in this area from primary into secondary schooling. I am a mathematics, science (and sometimes VCAL) teacher with some responsibilities in ‘Transition’. Over the l…
I have been playing on a variety of apps to use in the classroom involving coding. One game my students loved was CargoBot. I quickly learnt that I also became addicted to playing it!! One area that I found useful is when it allows students the chance to get 1, 2 or 3 stars, which showed what level their code was. Such as if they could have used a repeat button, but didn’t, they would only get 1 or 2 stars. If they used the shortest code they would receive the 3 stars. As coding was a new concept for some students I think I would use the Blocky Games before hand t…
Using The Lost Thing by Shaun Tan as the focus text, this unit is for years 5-. After reading the book and watching the 15 minute film version, students will evaluate the components of the story (sequence and visual /text focus). Evaluations may use a sequencing story template to break the story down in to components. Students will then (in pairs) plan (using storyboard template), draft (in writing and drawings) and publish their own imaginative and multimodal story for the audience of the school community (ACELY1704; ACELY1714) in the iOS app StoryKit. This app c…
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.