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

2. 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

3. 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

4. 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

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

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

7. Wordle presentation of Digi Tech

8. 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

9. 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)

10. 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

11. 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 to others in the school
Use an interactive whiteboard to present information from a notebook

12. 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

13. 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

14. 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

15. 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

16. Data and information - Levels A to 10

17. TYPES OF DATA

18. 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)

19. 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

20. Compression
Binary 1
= 9
Data as a chart

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

22. Creating digital solutions
analyse
design
develop
evaluate

23. 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)

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

25. 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)

26. 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)

27. 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)

28. 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

29. 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

30. 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)

31. 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

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

33. 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

34. Creating digital solutions - develop

35. 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)

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

37. Creating digital solutions - evaluate
analyse
design
develop
evaluate

38. Creating digital solutions – evaluate

39. 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

40. Course planning and assessment – F to 2

41. Course planning and assessment – 5-6

42. Guaranteed and viable ‘program’