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Lessons. Home | Digital Technologies Hub. ICT vs Digital Technologies | Digital Technologies Hub. IAB Animation. 8 digital skills we must teach our children. The social and economic impact of technology is widespread and accelerating. The speed and volume of information have increased exponentially. Experts are predicting that 90% of the entire population will be connected to the internet within 10 years. With the internet of things, the digital and physical worlds will soon be merged. These changes herald exciting possibilities. But they also create uncertainty. And our kids are at the centre of this dynamic change. Children are using digital technologies and media at increasingly younger ages and for longer periods of time. The digital world is a vast expanse of learning and entertainment. Moreover, there is the digital age gap. So how can we, as parents, educators and leaders, prepare our children for the digital age?
Digital intelligence or “DQ” is the set of social, emotional and cognitive abilities that enable individuals to face the challenges and adapt to the demands of digital life. Share Written by. 8 digital skills we must teach our children. Power Point - Animation - Get EduCreative. How can we use Google Apps for Education to bring the Digital Technologies Curriculum to life? Teaching With Glogster: Using Virtual Posters in the Classroom. Grades 3 – 5 | Lesson Plan | Standard Lesson A Musical Prompt: Postcards From the Concert Students won't miss a beat in this musical lesson that combines listening with personal response on a postcard.
Grades 3 – 6 | Lesson Plan | Standard Lesson Color My World: Expanding Meaning Potential through Media Using different writing/drawing materials (e.g., markers, color pencils, pastels, etc.), students learn how to communicate different moods and/or feelings to support their written ideas and how authors do the same through their work. Grades 6 – 8 | Lesson Plan | Standard Lesson Learning Clubs: Motivating Middle School Readers and Writers Students participate in learning clubs, select content area topics, and draw on texts—including websites, printed material, video, and music—to investigate their topics, and share their learning using similar media. Grades 9 – 12 | Lesson Plan | Standard Lesson Exploring Consumerism Where Ads and Art Intersect Grades 5 – 8 | Lesson Plan | Standard Lesson. Bringing Lessons to Life with Animoto. Grades 9 – 12 | Lesson Plan | Unit It's My Life: Multimodal Autobiography Project Students express themselves verbally, visually, and musically by creating multimodal autobiographies, exchanging ideas with other students and sharing important events in their lives through PowerPoint presentations.
Grades 6 – 8 | Lesson Plan | Unit Students as Creators: Exploring Multimedia Students are introduced to the genre of multimedia presentations through a review and analysis of online presentations. Grades 6 – 8 | Lesson Plan | Standard Lesson Making Memories: An End-of-Year Digital Scrapbook Students reflect on their school year, creating a digital scrapbook consisting of images and text to present to their school community. Grades 5 – 8 | Lesson Plan | Standard Lesson Animate that Haiku! Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool to produce slideshows that blend text and music.
Grades 9 – 12 | Lesson Plan | Standard Lesson.
Google apps. Code. Teachers. Coding for Kids Revisited. Teach Your Kids to Code: 6 Beginner's Resources for Parents. Introducing computer programming to your kids can be a challenge, especially for those who aren’t familiar with the nuances of code. Fortunately, in the last few years, a number of apps, software, and guides have been produced that make the often-complex subject of computer coding easy to grasp for young learners. So where to begin? These are a few resources that parents can share with their kids to help them start learning about programming. Programming Tutorials From Made With Code by Google: Google's Made With Code project has a mission of encouraging girls to pursue careers in computer science. Inspiring Articles About Kids Learning to Code Still looking for some ideas?
Coding Organizations for Kids For the non-coding parents, it can be difficult to know where to begin. Be Copyright Cool - Google Slides. Resources by Topic | Instructional Technology. Technologies: General capabilities - The Australian Curriculum v7.3. General capabilities In the Australian Curriculum, the general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. There are seven general capabilities: Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding.
In the Australian Curriculum: Technologies, general capabilities are identified wherever they are developed or applied in content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning through content elaborations. Icons indicate where general capabilities have been identified in Technologies content. Literacy Numeracy Information and communication technology (ICT) capability Ethical understanding. Australian%20curriculum. Technologies: E-Safety Game. Infographics. Infographics. Clearing the Confusion between Technology Rich and Innovative Poor: Six Questions.
** We are seeking global opinions, please consider commenting with your thoughts and ideas of the definition of innovation** In a recent webinar, more than 90% of school leaders responded that they were leading an innovative school as a result of the implementation of technology. At the end of the webinar, when polled again, only one leader claimed to be leading an innovative school. The complete reversal was due to a presentation of the Six Questions that you will read about in this article. This list of questions was developed to help educators be clear about the unique added value of a digital learning environment. Test your own level of innovation. (Beyond SAMR: Special note to those of you applying SAMR. Transformational Six Did the assignment build capacity for critical thinking on the web? 1. Before the Internet, our students accessed sources for homework that had been preselected by a teacher or a librarian.
Compare two searches: “Iranian Hostage Crisis” 2. 3. 4. 5. 6. Conclusion: Rock Skipper Frog: Communication by Semaphore | A Natural Selection. Most male frogs protect their territory and advertize their willingness to mate by vocalizing. But what do you do when background noise is so loud that it can drown out your calls? You can resort to semaphore, like this rock skipper frog: This video was filmed by University of Vienna students Doris Preininger and Markus Boeckle, who participated in a study in this behaviour which was released in 2009.
The abstract: Acoustic signals are constrained by background noise. Communication in Noisy Environments Ii: Visual Signaling Behavior of Male Foot-flagging Frogs Staurois latopalmatus. Hat-tip to Wildlife Extra. Like this: Like Loading... 1254.pdf. DoppelMe - Free Dynamic Avatars. Lights, Camera, SOUND! - The Arts (3,4,5,6) - ABC Splash - Overview Squeaky old hinges, coconuts, and men in high heels. What do these things have in common? The answer is Foley artist Gerry Long. In this clip, Long walks us through the often surprising world of creating sound effects for film. Duration: 3 mins 31 secs Source : ABC Can We Help? Before viewing Imagine that you need to use the sound of an aeroplane landing, but you don't have access to a plane. Think of a common movie sound effect that could be made using things from around the house. As you view Do you recognise any of the sounds being made in the first part of the clip?
Where does the name 'Foley artist' come from? What are three reasons for using Foley in film? Why did the sound have to be replaced in the animal scenes of the film 'Babe'? What does Gerry Long say you need to be a Foley artist? After viewing Have you ever noticed the sounds that a computer or phone makes when it's being used? How important to films is the ambient sound described in the clip? Next steps Transcript Program: Alexa - Actionable Analytics for the Web. Web Secrets: 05/08/2014, Behind the News. Now, how much do you tell your parents about what you do online? Everything? A little bit? Or nothing at all? A recent study has found the majority of kids try to hide their online actions from their parents. MUM: "What are you doing? EMMA DAVIS, REPORTER: This situation probably looks a little familiar. SON: "Mum is always trying to check up on me"MUM: "I'm not nosy, just curious!
" REPORTER: But how much of what you do online do you want to share with your parents? Well a lot of kids say they have the right to keep some stuff private. SON: "I don't want mum reading all my messages, they're private! Plus some kids see it as a lack of trust if they catch their parents snooping. SON: "Mum should trust me. MUM: "Oh yeah looking up how to slam dunk off a garbage bin isn't dangerous at all! " But on your parent's side, most just want to check that you're ok and not in trouble. MUM: "I'm not trying to spy on him, I only want to make sure nothing bad is happening. SON: What? Digital Footprint: 24/05/2011, Behind the News. Imagine if someone was following your every move no matter where you went, or what you did.
It would be pretty scary but if you think about it it's not so different to the world we live in. Whether it's the information we share on the internet or our day to day activities. We leave traces of ourselves everywhere. Matt explains. MATTHEW HOLBROOK, REPORTER: Everywhere you go, you leave a digital footprint. Let's take a look at my normal morning. I've arrived at work, so I need to use my security pass to get in. And while I'm doing all that, I'm being watched on security camera. More and more, it's our online privacy that's got people talking MAN: It looks like we have a hacker on the Playstation network. Mark Zuckerberg, FACEBOOK FOUNDER: The number one thing we've heard is that there just has to be simpler ways to control your information. Over the last few weeks, you might have heard about the Sony Playstation Network being hacked.
But information footprints aren't all bad. Design an App! A Digital Technologies Project for 4/5/6. In this ICT activity, students create their own app. The project is accessed through a Weebly. It is open-ended and caters for the diversity of all students. It is student-paced, allowing students to work through it at their own speed. Upon completion of the project, students present their new app to the class. A marking rubric is used to formally assess students and anecdotal notes are made along the way. Year 5 English: Digitial Technologies – Year 5/6: 6.5 Design a user interface for a digital system, generating and considering alternative designs.6.6 Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition).6.9 Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols.
Task Overview: Your task is to design your very own app that can be used on iPads or iPhones. Activity 2: Time to Plan! Digital Footprint: 24/05/2011, Behind the News. Search Stories – Inside Search – Google. Sign in - Google Accounts. My Creative Work (K-2) Lesson Plans – Search Education – Google. Search Tips & Tricks – Inside Search – Google. Activities. Digital Technologies Foundation to Year 10 Curriculum by rows - The Australian Curriculum v7.3. Years 7 and 8 Band Description Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities.
By the end of Year 8, students will have had opportunities to... Read full description › By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world. In Year 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems. Hide full description › Inventions and electronic media | My Place for teachers. Ac_sa_hist_yr2_technology.pdf.