This first 'pick-up-and-go' teacher resource, Using digital video to improve writing showcases how digital storytelling and documentaries using video, can strengthen literacy skills such as; clarifying thinking, developing planning and storyboarding, crafting script writing and using content rich language and terminology; using localised contexts. This teaching resource also links to the Literacy Progression Framework, e-learning planning framework, snapshots for learning, Ministry foci for PLD priorities as well as making connections to bigger picture ideas. 

Keep an eye out for the more as they are released via Enabling e-Learning community. We'd love to hear what you think as well?

Resources:

• Introduction and 'how to' videos: directional programming  light/sound, loops
• Spheros (Bolts, SPRK)
• iPads
• Sphero edu app
• Sphero edu activities (Katrina Laurie)
• Printed coloured circles, lego
• Pieces of paper for anyone wanting to write code
• Sphero challenge cards

Scenario 1: NASA team launches Rover on Mars

After students watched the following video about NASA rover completing it's mission on Mars. The scene was set, and the students were drafted into my personal NASA computer science team. Questions flowed about the NASA Rover Opportunity; how it was controlled it, how much it cost, rationale for exploring Mars etc. Natural leaders started to emerge; those most passionate about space, and as it turns out, most passionate about technologies.

Using ourselves as kidbots, we acted out some computational thinking concepts and ideas (algorithms, programming, testing and debugging) and talked about the need for precision in our step-by-step instructions. We were ready for our mission. We couldn’t wait to move into teams and create some simple block code, so our ‘mini rovers’ could manoeuvre across the landscape, avoid hazards and navigate into craters - much like the Sphero Maze activity. This resulted in a lot of engagement, interaction, creativity and problem solving. In one group, the Sphero ran flat, so a student became a kidbot and acted out the block code instead. 

Scenario 2: Rubbish crimefighters

Students watched the following video, Trash cleaning robot controlled by you about a fun and innovative initiative to clean the water ways in Chicago. Anyone can log-on and control a robot remotely, in real time (camera attached) to collect rubbish. This group of students got excited about the potential of combining robots and gaming to doing something good for society.

Now we had a different mission. We worked in pairs to create some simple block code using the Sphero edu app, so that our mini ‘trash robots’ could seek and find rubbish wrappers. Again, a lot of noise, excitement, and creative ideas. One student wanted his robot to make chomping noises like a crocodile moving through the water eating all the rubbish. The teacher was also excited about the prospects of finding connections between technology areas, where students can design and test fabric jackets, so their Spheros can pick up rubbish in the classroom - much like the Mop Ball Mini Automatic Vacuum Cleaner (Designing and Developing Digital Outcomes).

These students learned to block code to create directional programmes (degrees, speed, duration), as well as light and sound using loops. At the end of the lessons, we discussed the learning needed (Science, Technology, Engineering and Maths - STEM) as well as the skills needed (team player, creativity, collaboration and problem solving) to become part of these creative teams. 

Are you kids Sphero heroes? Have you got a Sphero lesson to share? I’d love to hear more.

Post cross-pollinated from Ngā Kiriahi.

Here's a timely resource we've created to support this important kaupapa.

 

How do you give mana to Te Tiriti o Waitangi? (PDF, 410KB)

As part of our on-going commitment to pushing the boundaries of educational possibility, we've created a framework to support schools build cultural capability.

What could I see, hear and feel in your learning community? (PDF, 5.9MB)

This resource shares examples of what culturally responsive practice looks like in education. No doubt you have your own ways of presenting these ideas, this resources might provide some prompts to help guide you as you pursuit educational equity and excellence.

Hungry for more?

We invite you to join Gemma Stewart and Janelle Riki-Waaka in our upcoming webinar ‘Implementing Te Tiriti o Waitangi in learning communities’ Thursday, 27 February 2020, 3.30-pm. In this event, we'll unpack the articles of Te Tiriti o Waitangi and consider ways you can affirm your commitment to biculturalism. Register today: 

https://edspace.org.nz/events/event/view/110179/implementing-te-tiriti-o-waitangi-in-learning-communities

In term 3, 2020 one of the new Ministry PLD foci is to continue to build cultural competencies. CORE Education offers a variety of courses and workshops to help grow your capacity in this area. Check out our Cultural Capability page for more.

What is your one goal, hope, dream, aspiration to grow cultural capability in 2020? We'd love to hear more. Simply join the Multicultural education group and return to this discussion to contribute.

Decoding diversity

Decoding diversity is a guide for educators about how to attract and retain young women and girls into technology-based education and careers.

https://www.ero.govt.nz/assets/Uploads/Its-early-days-for-the-new-digital-technologies-curriculum-content.pdf

CORE facilitators are leading the development of Kia Takatū | Digital Readiness Programme and have 15 years experience with digital technologies. Let us know what you need!

Technology is a process-driven curricula, so Kiatakatū ā-Matihiko has produced an iterative model (right) that reflects the design thinking phases (EMPATHISE > DEFINE > IDEATE > PROTOTYPE > FEEDBACK) that fits well with the new Digital Technology areas of the Technology curriculum. For more on the connections with designing thinking and Digital Technologies see, Design Thinking in the curriculum.

It's not surprising that schools/kura are redesigning their inquiry-based (or project-based) learning models with a design thinking process in mind. One school is revisiting their model and seeing how this better reflects the students and the community they live in. 

They've been cutting up their existing student inquiry model, overlaying ideas from other inquiry models (as well as their own scientific framework) and creating a mash-up with the design thinking phases in mind. They're also mindful that their model has a student voice and reflects the community and partnerships with local Māori.

Is your school happy with your current model/s for learning? How does the design thinking process fit with these? Time for a revisit/redesign perhaps? We'd love to hear more...

For more, see:

• DT in DT and HM: Design thinking in the Digital Technology and Hangarau Matihiko Curricula: Blog post by Philippa Nicoll Antipas
• iCubed: How design thinking develops lifelong learners: Blog post by Philippa Nicoll Antipas
• Design thinking and hangarau matihiko in a kura kaupapa setting: Enabling e-Learning VLN thread
• Learning design – How the people-based design process works: Enabling e-Learning page

Image sources: Tessa Gray, Design Model from Kiatakatū ā-Matihiko National Digital Readiness Programme. 

I'm interested in what schools and teachers are doing within the new curriculum that is authentic by nature. As part of my Reflective Journal for my Masters on Effective use of Digital Technologies in the Primary Classroom, I'm including a table that gives teachers ideas for 'authentic' contexts for CTDT and DDDO. Apologies if I have missed a discussion on this already, if you could please respond with any ideas on 'authentic contexts' that would be much appreciated.

Lisa