Ngā Matapakinga | Discussion
Hi Everyone
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
I might be a bit late to this party, but really enjoying the authentic integration of the Technology strands and Digital Technology learning areas (CT and DDDO) in these lesson sequences from Digital Ignition | Māpura Matihiko.
For example, Think like a Tech Creator for Year 8's walks teachers through a series of lessons that encourage students to develop computational thinking skills while designing and developing digital outcomes (apps, sensors, websites, pick-a-path stories) in response to local/identified needs, for example the Rena oil spill. Rich examples of cross-curricula planning (NZC) modelled here as well.
The resources used for stimulation are equally compelling.
Has anyone used these resources or engaged in the workshops with your students? Love to hear more. 
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Kia ora Lisa and welcome. I'd love to hear some more stories from schools as well. For example, Whakarongo School has a curriculum delivery that incorporates Technology Learning area and design thinking. See PDF example here.
In the meantime, these edSpace threads might help too?
And you might like to join Kia Takatū ā-Matihiko's online community, Ngā Kiriahi for more conversations and examples of Authentic contexts and with end users in mind...
Smiles,
Tess
Kia ora again
Lisa Hargreaves, if you missed the Technology Online webinar on, The revised Technology Learning area, it's well worth checking out. Both the webinar recording and slide deck are now available in Technology online.
The takeaways for me were; where Computational Thinking in Digital Technologies and Designing and Developing Digital Technologies sit inside the Technology Learning area, as well as making deliberate and planned connections to the three Technological strands. There were also some examples in different year levels, linking to the wider curriculum that might be useful as well.
Technology Online has hosted another great presentation, where primary teacher and STEM specialist Sarah Washbrooke shares how she makes connections locally across her community to find authentic ways to integrate both Computational Thinking and Designing and Developing Digital Outcomes. Well worth viewing and sharing.
Download the slides: Local curriculum projects and digital technologies (PDF, 3 MB) Taken from Technology Online
Any other ideas for creating authentic contexts for integration of DT & HM in your school/kura?
I might be a bit late to this party, but really enjoying the authentic integration of the Technology strands and Digital Technology learning areas (CT and DDDO) in these lesson sequences from Digital Ignition | Māpura Matihiko.
For example, Think like a Tech Creator for Year 8's walks teachers through a series of lessons that encourage students to develop computational thinking skills while designing and developing digital outcomes (apps, sensors, websites, pick-a-path stories) in response to local/identified needs, for example the Rena oil spill. Rich examples of cross-curricula planning (NZC) modelled here as well.
The resources used for stimulation are equally compelling.
Has anyone used these resources or engaged in the workshops with your students? Love to hear more.