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Kāhui Ako Professional Learning Group Digi Tech

Jackie Young - CORE Education - Digital Technologies

 https://docs.google.com/presentation/d/1dA8bZ4aMivO2kwk3BqYF6rFpNUlXJQhNU84_1njlGAE/edit#slide=id.g5ad6c4c997_0_11

 What do we currently do to create something;
or create something with a purpose, or for an end user, that has digital elements;
or plan test, analyse, iterate

 List: 

 an example of a task where you ask your students;
to follow or create logical, repeatable steps;
or use a framework to guide a process;
or break something down into a series of steps
or problem solve to find errors in a process
(without or with the aide of digital device)

 New DT content - is about being creative innovators of digital outcomes   Sits within technological knowledge
Two new parts in the tech curriculum

 CT - computational thinking
DDDO - designing and developing digital outcomes

 POs - progress outcomes - located in technology learning area, can be implemented in nay combination of learning areas.  This are signposts, milestones across learning areas.  

Level 4 DDO

Progress outcome 2

In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact on humans and society and that both the devices and their impact change over time.
Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system. They can select from an increasing range of applications and file types to develop outcomes for particular purposes. 
Designing and Developing Digital Outcomes

Progress outcome 2

In authentic contexts and taking account of end-users, students give, follow and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.

Progress outcome 3

In authentic contexts and taking account of end-users, students decompose problems into step-by-step instructions to create algorithms for computer programs. They use logical thinking to predict the behaviour of the programs, and they understand that there can be more than one algorithm for the same problem. They develop and debug simple programs that use inputs, outputs, sequence and iteration (repeating part of the algorithm with a loop). They understand that digital devices store data using just two states represented by binary digits (bits).
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