F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This video demonstrates ways in which data can be analysed and visualised. It is the final in a series of four.
Dr Michelle Ellis gives a demonstration of the Edith Cowan University Makerspace visual and general-purpose programming environment. She also shows a range of materials to support the implementation of the Australian Curriculum: Digital Technologies. This includes teaching resources and lesson plans.
This tutorial shows ways in which environmental factors such as lighting and temperature can be measured and improved using micro:bits and sensor boards, and programmed using pseudocode, visual programming and general-purpose programming.
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.
Andrew Harris from the Hagley Farm School in Tasmania shares ways in which the school is teaching Digital Technologies and its meaningful use in agriculture . For example, Andrew provides examples of ways students learn about digital systems and data collection.
In this lesson we show how to transition from a visual based programming language to using a text-based programming language using the example of a heads or tails coin toss application.
This video provides an overview of computational thinking and how it can be taught in the context of other learning areas.
This article explores the concept of computational thinking within computer science learning and in relation to other learning areas. The authors assert that because of its focus on analysis, computational thinking is not only suitable for computation but also the development of systems-based on computation.
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 ...
This set of printable cards provides definitions of six aspects of computational thinking.
This video takes viewers through the transition from visual programming (block-based environments) to general-purpose programming (text based environments). It guides teachers as they assist students to move from block-based programming used in primary schools to general-purpose programming languages used in secondary schools.
Home automation is all the rage. You talk to your mobile phone to control the lights, the fan, the air conditioner, or your pool pump. But how does it work? In this lesson, we explore the AI that could power a home automation system.
This resource comprises two activities that allow students to explore the concept of chance in Mathematics. Students use computational thinking while using a micro:bit as a digital system to generate and collect data. Students implement programs involving branching and iteration in visual and general-purpose programming languages.
In this video, Professor Tim Bell discusses helpful ways of understanding and teaching computational thinking, a key idea of the Australian Curriculum: Technologies.
Paul Mead, from STEM education provider She Maps, discusses unconscious bias in young students and how She Maps is spreading the word about women who work with technologies in the field. He discusses digital systems and explains how geospatial systems and geographical information systems are used to collect, analyse and ...
This PDF provides a list of suggested books or similar that identify and discuss key concepts, key ideas and related ways of thinking about Digital Technologies.
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 lesson sequence provides a bridge between visual coding (eg. Scratch) and General Purpose Programming languages (eg. Python or JavaScript). This resource is most suitable if you have never done General Purpose Programming and/or you benefit from slow-paced, step-by-step video tutorials.
This video provides an introduction to the ways in which Digital Technologies can be used to develop students' learning in the Numeracy Learning Progression.