F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This is the third in a series of lessons to transition from visual coding to text-based coding with a general-purpose programming language. This lesson may take two to three 45-minute periods. It introduces how to generate and use random numbers.
This workbook provides an introduction to learning the main scripted language Python. It provides introductory information on learning Python using online resources such as Grok Learning and Trinket and how to get started in the world of competitive programming.
This lesson will help students develop a basic understanding of computer programming structures by using block language Scratch. It will also introduce student to using Python with the Makey Makey electronic input device to create a game controller.
This is the sixth in a series of lessons to transition from visual coding to text-based coding with a General Purpose Programming language. This lesson may take two to three 45-minute periods. It builds on the previous introduction to arrays (also called lists) and brings in the length property.
This is the fifth in a series of lessons to transition from visual coding to text-based coding with a general purpose programming language. This lesson may take two to three 45-minute periods. It introduces how to create and use arrays (also called lists).
This series of lessons is to help students to transition from visual coding to text-based coding with a general-purpose programming language. This section provides guidance on how to set-up the particular programming environment including Scratch, Python and JavaScript.
This lesson plan explores the ethical aspects of artificial intelligence and the implications on our future lives. This lesson was developed by the Digital Technologies Institute in collaboration with the DT Hub.
This PDF gives an overview of the Australian Curriculum: Digital Technologies. It includes key points from the rationale and a step-by-step process for becoming familiar with the structure of the curriculum to assist planning. The document also provides links to key documents and sections of the Australian Curriculum as ...
These matrices allow teachers to self-assess their proficiency with Digital Technologies. They include a notes section for teachers to plan future professional learning.
This article explores the types of systems in our world, their characteristics and how our behaviour can initiate and respond to changes in their performance. The author differentiates between systems thinking and a system and elaborates on those factors that contribute to systemic behaviour.
This PDF lists seven ways in which schools can support the Digital Technologies curriculum
This newsletter from the Digital Technologies in Focus project includes information about schools' projects, assessment tasks, artificial intelligence, augmented and virtual reality, the Australian Curriculum, and useful resources.
This resource provides strategies for assessing students' understanding of the ways in which data can be sourced, organised and represented to maximise options for analysis, evaluation, decomposition and visualisation in order to create digital solutions. The context of the resource is the liveability of the places in which ...
This Word document provides sequences of achievement standards for the Technologies learning area in the Australian Curriculum
This PDF assists teachers in thinking about when and how to introduce Digital Technologies discipline-specific vocabulary.
This tutorial provides step-by-step instructions to support the learning of Scratch, a visual programming language. The tutorial is designed for educators who would like to learn how to use Scratch.
This video demonstrates ways in which data can be analysed and visualised. It is the final in a series of four.
This PowerPoint presentation includes ideas for planning and developing action research projects to facilitate implementation of digital technologies.
This article explores how the relationship between systems thinking and computational thinking would provide a conceptual basis for transformational change – change that considers the social and environmental impact of technology.
This article explores the relationship between computational and critical thinking as it applies to solving technological problems. Research evidence derived from classroom experiments strongly suggests that using computers to solve problems enhances students’ abilities in solving real-world problems involving mathematical ...
