Unpacking key Digital Technologies terms Making meaning of key terms in the content descriptions Paula Christophersen Digital Technologies Curriculum Manager

Essence of Digi Tech curriculum Key concepts Overview Essence of Digi Tech curriculum Key concepts Key Terms Digital systems Data and information Creating digital solutions Curr. & Assessment Implications for course planning and assessment

Creating digital solutions What is the Digi Tech curriculum? Creating digital solutions using programming languages and productivity tools such as Microsoft suite Ways of thinking include computational, design and systems thinking Digital Technologies involves students creating digital solutions through the use of information systems and specific ways of thinking about problem solving Information systems comprise People, Data, Processes and Digital systems 3

Creating Digital Solutions Digi Tech strands Digital Systems hardware networks Data and Information representing data projects Creating Digital Solutions analysing designing developing evaluating These are key content areas, not substrands

KEY CONCEPTS Abstraction Data Process generalisations rule-making collection representation interpretation Data specification of problem design of solution (algorithm) development of solution Process

Interactions and impact KEY CONCEPTS components peripherals networks Digital systems connections consequences appraisal Interactions and impact

Wordle presentation of Digi Tech

Key terms – for starters! DIGITAL SYSTEMS DATA AND INFORMATION CREATING DIGITAL SOLUTIONS hardware and software data algorithms peripheral devices validation define networks structured data decompose representation functional & non functional requirements protocols information systems user interface and experience

Digital systems - Levels A to D (hardware and software) Tablet, notebook, Bee-Bot, keyboard, stylus, screen etc Word processing, browser, publishing, animation etc Locate a specific digital device such as a tablet on a table (Level A – react to digital systems) Use imaginative likenesses of devices to practise skills (Level B – explore and use) Find an app on a home screen and opening it (Level C – initiate some basic functions) Use a mouse to open Word and setting the text colour to red (Level D – carry out some key functions)

Digital systems - Levels F to 2 (identify and explore digital systems for a purpose) Tablet, notebook, Bee-Bot, keyboard, stylus, screen etc Word processing, browser, publishing, animation etc Download a photo from school website and inserting in project Record a classmate demonstrating a maths task using an iPad Make a ‘computer’ from cardboard boxes showing components Purposes such as communicating, locating information, capturing data

Digital systems - Levels 3 to 4 PERIPHERAL DEVICES (explore a range of digital systems with peripheral devices …) Printer, camera, scanner, digital microscope, game controller, phone (?), interactive whiteboard etc Record audio using a microphone, headset or iPad Use a digital microscope to examine living things Take photos of a school event and email to others in the school Use an interactive whiteboard to present information from a notebook

Digital systems - Levels 5 to 6 COMPONENTS & NETWORKS Examine main components of digital systems and how they connect … to form networks …) Internal and external components for inputting and processing data and outputting data and information EXTERNAL INPUT INTERNAL PROCESSING EXTERNAL OUTPUT EXTERNAL STORAGE

Digital systems - Levels 7 to 8 TRANSMISSION & SECURITY (Investigate how data are transmitted and secured in wired, wireless and mobile networks…) Transmission: satellites, radio towers, cables; routers, switches, bridges; transmission protocols (HTTP, FTP, TCP/IP) Security: firewalls, encryption, secret key, password Send files from a wired device and wireless device. What file arrives faster? Why? Examine the school network – what does it look like, how does it work? Explain how mobile phones and radio towers work together to form a mobile network Analyse a mobile coverage map and explaining the positioning of towers

Digital systems - Levels 9 to 10 CONTROL, MANAGE AND SECURE NETWORKS (Investigate role of h’ware and s’ware regarding movement and access to data in networks…) Manage: protocols (HTTP, FTP, TCP/IP, SMTP) Secure: viruses, hash algorithm, spyware, secret/public key Networks: LAN, WAN, Cloud Explore Internet Protocol (IP) addresses and how they relate to the hardware within a network. Why do we need IP addresses and what security issues can arise from these addresses? Create an animation showing the dataflow and technologies used in transmitting data from one network to another

Digital systems sequence Management, movement & control manage Transmission & security investigate control Components & networks examine security secure Peripherals & data explore networks types of networks h’ware Purposes identify and explore transmit s’ware Systems Networks Security

Data and information - Levels A to 10

TYPES OF DATA http://www.digipubs.vic.edu.au/pubs/digitaltechnologies/digital-technologies-L5_L6_data_and_information

Sorting photos of classmates using names (B) Sort photos of animals (A) Sorting photos of classmates using names (B) Create picture of most popular fruit from survey ( C ) Making simple pictograph of collected data (D) Collect data about country of birth of classmates and showing the results as a graph (F to 2) Upload data to a web application and building a data visualisation (5 to 6) Create a mindmap showing relationships between characters in a story (F to 2) Create a group report of a school camp to be posted on the intranet (5 to 6) Create a digital story based on data collected about favourite classmates’ holidays (3 to 4) Create a simple animation showing the life cycle of a frog or flowering plant (3 to 4)

Progression of content Represent data as images 3-4 Represent data in different ways 5-6 Whole numbers as a basis for representing data 7-8 Represent data in binary 9-10 Compression of data Knowledge and skills are developmentally sequenced as shown in the data representation thread in the Data and Information strand

Compression Binary 1 = 9 Data as a chart

Data and information sequence Compress, privacy, model, visualise Binary, structure, visualise Numbers, acquire, validate, interpret Types of data, collect, create Images, sort, present

Creating digital solutions analyse design develop evaluate

Creating digital solutions - analyse Problem has straightforward solution e.g. directions, rules Basic features of problem Who has the problem and why? Define simple problem (3-4) Problems with both routine and non routine solutions Functional requirements – solution expectations - Calculate accuracy? Move smoothly? Data – what data and from where? Define problem (5-6) Identify the sub elements of a problem (decompose) – breaking it down into like-type pieces Functional requirements – speed, accuracy, storage, security etc Constraints – what factors need to be considered when solving the problem Define and decompose (7-8)

Creating digital solutions - analyse Functional requirements Non functional requirements – ease of use, reliability etc Data acquired from stakeholders Define and decompose (9-10)

Creating digital solutions - analyse Investigate the rules to play a simple game (Levels 3-4 – define simple problems and …) State the age group for a game, its goal and the number of players (Levels 5-6 – define problems / functional requirements / previous solution) DIGITAL SOLUTIONS analyse design develop evaluate Use a graphic organiser to determine the fundamental cause of a problem (Levels 9-10 – … decompose real- world problems taking into account functional and non functional requirements and …) Determine the sub elements of a game such as the characters, their actions and scoring (Levels 7-8 – … decompose real- world problems taking into account requirements and constraints)

Creating digital solutions - design Series of instructions that include steps and decisions Action, verbal or diagrammatic demonstration of steps and decisions Sequence of steps and decisions (A to 2) Decisions must involve choices Users of solutions need to have input into decisions Algorithm including branching and user input (Levels 3-4) Planning the appearance of the splash screen or ‘opening page’ of a solution Including steps/decisions that require repeating actions (iteration) until a condition is met User interface Algorithm (steps, branching, iteration) (Levels 5-6)

Creating digital solutions - design Users interaction and engagement with a complete solution Diagrams and text such as ‘While’ used in a written set of instructions Desk checking the accuracy of the instructions of an algorithm (tracing) User experience Algorithm (diagrammatic /English) and identify errors (Levels 7-8) Evaluate alternative designs using student-developed criteria Validate algorithms using tracing and test cases User experience Algorithm and criteria (Levels 9-10)

Is the top digit smaller? What are the decisions and steps for two-digit subtraction? Start subtraction Start/stop Look at the ones Is the top digit smaller? NO Task or action YES Trade a ten for 10 ones Condition Add 10 to the top one Subtract the ones Subtract the tens Link Done! Source: DLTV Journal 3.1, 2015, p 16

Sequence of algorithms (designing) from levels 3 to 10 STRUCTURED ENGLISH IF hour <12 print (“Good morning”) Levels 3 and 4 Describe and follow a sequence of steps and decisions … Levels 5 and 6 Design … simple algorithms represented diagrammatically and in English Levels 7 and 8 Design algorithms represented diagrammatically and in English and trace algorithms …. Levels 9 and 10 Design algorithms represented diagrammatically and in structured English Australian Curriculum Glossary

Creating digital solutions - design Carry out actions in a song (experience steps – A) Following verbal instructions to complete a task (follow sequence – B) Arrange photos of packing bag in correct sequence (represent, with assistance – C) Write simple directions to reach location (represent and follow – D) DIGITAL SOLUTIONS analyse design develop evaluate Develop a ‘Help’ document outlining a series of steps that explains how to use an online tool (Levels 3-4 – sequence of steps involving branching and user input) Create instructions for the board game ‘Connect 4’ to place a particular colour in a defined location (Levels F to 2 – describe a sequence of steps)

Analyse and design Information Ideas Collaborative projects & visual solutions Interactive solutions & modular programs Design Define & Design Define & design (user interface) Analyse & design (user experience) Analyse & design (criteria) & validate

Creating digital solutions - develop Design Develop (convert design into a solution with a program or tool) Digital solution

Creating digital solutions - develop KEY WORDS Visual programs (Level 3+) General programming languages (Level 7+) Object-oriented programming languages (Level 9+) Block-based; no syntax Procedural Scripting / dynamic Objects with attributes and methods

Creating digital solutions - develop https://www.digitaltechnologieshub.edu.au/secondary-teachers/getting-started/Behaving-with-real-class

Creating digital solutions - develop Use Scratch blocks to develop a classification game for other students (3-4) Develop a quiz about sustainability of school resources (5-6) DIGITAL SOLUTIONS analyse design develop evaluate Play Tetris and then discussing objects, attributes and methods (behaviours) for each class (9-10) Create an election solution that collects and processes data for the SRC (7-8)

Develop sequence Object-oriented, enterprise Text-based programming, innovation Visual solutions, iteration, sustainability Visual solutions, branching, local perspective Users of systems

Creating digital solutions - evaluate analyse design develop evaluate

Creating digital solutions – evaluate

Evaluate Policies, innovation, risks and sustainability Innovative and consider risks and sustainability Current and future community and sustainability needs Common personal, school or community needs Information, comm & recreational needs

Course planning and assessment – F to 2

Course planning and assessment – 5-6

Guaranteed and viable ‘program’ http://preview.tinyurl.com/hj6fose