Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies
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App taps kids’ interest in technology to open door to gardening and the out of doors | CALS News Center App taps kids’ interest in technology to open door to gardening and the out of doors | News f...

App taps kids’ interest in technology to open door to gardening and the out of doors | CALS News Center App taps kids’ interest in technology to open door to gardening and the out of doors | News f... | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
News from the College of Agriculture and Life Sciences at NC State
Rachel Frohloff's insight:

‘Roo’s Fabulous Edible Garden’ is an iPad application that was created by University of North Carolina Television and North Carolina Cooperative Extension (Shore, 2012). University of North Carolina Television and North Carolina Cooperative Extension have created numerous educational resources that teachers can utilise in their classroom to support them to address the Australian Curriculum (Shore, 2012). ‘Roo’s Fabulous Edible Garden’ is an ICT resource that involves students learning how plants are grown, harvested and cooked to make a range of foods (Shore, 2012). The application does this by getting students to create their own virtual garden where they will need to rake soil, plant seeds, weed the garden, harvest their crops and find a recipe that they can use their harvested fruit and vegetables to make a meal (Shore, 2012).

 

‘Roo’s Fabulous Edible Garden’ is an ICT resource that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Design and Technologies content descriptions for Foundation to Year 2 it states that the students will “explore how plants are grown for food” (ACARA, 2014, p.2). The application can be used to successfully address this content descriptor as students can use the resource to participate in the stages of growing a plant for food in addition to partaking in the stages of harvesting a plant to gather food (Shore, 2012).

 

Overall, I believe that the application is a valuable ICT resource that will enable teachers to effectively implement ICTs in their teaching of the technologies curriculum. The application provides students with an opportunity to develop their knowledge and understanding of the topic by reading information and by engaging in fun activities. 

 

Reference List:

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Design and Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/technologies/design-and-technologies/Curriculum/F-10

  

Shore, D. (2012). App taps kids’ interests in technology to open door to gardening and the outdoors. Retrieved from:

http://www.cals.ncsu.edu/agcomm/news-center/extension-news/app-taps-kids%E2%80%99-interest-in-technology-to-open-door-to-gardening-and-the-out-of-doors/

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"Cargo-Bot" | EdTech Tuesday | Professional Development - YouTube

http://www.lessonplanet.com/professional-development/courses/ed-tech-cargo-bot Tired of giving your students every possible opportunity to succeed in their f...
Rachel Frohloff's insight:

The YouTube video is created by Lesson Planet, an organisation that includes technology lesson plans, worksheets and other teaching resources that teachers can access and utilise in their learning experiences to students (Lesson Planet, 2014). The video focuses on providing educators with information on the iPad application ‘Cargo-Bot’ (Lesson Planet, 2014). ‘Cargo-Bot’ is an iPad application that aims to provide students with a foundation of coding (Lesson Planet, 2014). The application requires students to drag and drop arrow blocks into a table to program a robot to move crates so that they match the diagram in the top of the screen (Lesson Planet, 2014).

 

‘Cargo-Bot’ is an ICT resource that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Digital Technologies content descriptions for Years 3 and 4 it states that students will “define simple problems, and describe and follow a sequence of steps needed to solve them” (ACARA, 2014, p.2). ‘Cargo-Bot’ can be used to successfully address this content descriptor as students can use the iPad application to drag and drop arrow blocks into a table to describe a sequence of steps for their robot to follow in order to efficiently move the crates so that they match the illustrated diagram (ACARA, 2014; Lesson Planet, 2014).

 

In my opinion, I believe that this application is an entertaining and challenging resource that will support teachers to implement ICTs in the technologies curriculum. Additionally, the resource will also support students to learn a 21st century skill of coding that they can apply to future applications such as, job opportunities. 

 

Reference List

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Digital Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DI&e=ScopeAndSequence

 

Lesson Planet. (2014). Cargo-Bot. Retrieved from:

 https://www.youtube.com/watch?v=3xLgHl20zfU

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Years 3–4: Rice growing across the Asia region | Asia Education Foundation

Years 3–4: Rice growing across the Asia region | Asia Education Foundation | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
Online module about Javanese wayang shadow puppet theatre, its cultural importance, its production and performance elements, and how the puppets are made and operated.
Rachel Frohloff's insight:

The above resource was created by the Asia Education Foundation and is in the form of a lesson plan. As stated previously in another curation post, the Asia Education Foundation aims to provide educators with curriculum resources that support them to address the Australian Curriculum cross-curriculum priority of Asia and Australia's Engagement with Asia (Asia Education Foundation, 2014). The lesson plan is a resource that incorporates websites, videos and other online activities for students to access to learn how rice is grown and harvested throughout the Asia region (ACARA, 2014; Asia Education Foundation, 2014). 

 

The above lesson plan includes numerous ICT resources that can be used to support the implementation of the technologies curriculum  in a variety of ways. For example, in the Design and Technologies content descriptions for Years 3 and 4 it states that students will "investigate food and fibre production technologies used in modern and traditional societies" (ACARA, 2014, p.2). The lesson plan can be utilised to address this content descriptor as students can partake in the learning experiences in the lesson plan that require them to look at websites, watch videos and participate in other online activities to develop their knowledge and understanding of how the food of rice is produced using certain technologies in Asia (ACARA, 2014; Asia Education Foundation, 2014). 

 

Overall, I believe that the lesson plan is a fun, engaging and inclusive resource that will support teachers to use ICTs in their implementation of the technologies curriculum. The lesson plan will also enable students to engage with diverse cultures to develop their understanding of the topic. 

 

 

Reference List:

 

Asia Education Foundation. (2014). Retrieved from:

http://www.asiaeducation.edu.au/default.asp

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Design and Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/technologies/design-and-technologies/Curriculum/F-10

 

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Educade | Teaching Tool | HOPSCOTCH

Educade | Teaching Tool | HOPSCOTCH | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
Designed specifically for kids, Hopscotch is an open-ended, single-player iPad app, similar to Scratch, that simplifies the creation of animations, stories, and games by breaking down the complex programming of sprites and text into intuitive and easy-to-use blocks. In addition, the color-coding of functional code blocks and quirky characters make the app particularly appealing to 6 to 12 year olds. Through trial, error, and constant iteration, kids discover how to manipulate the code, thinking critically and creatively, to make these characters do any number of things. Individually or in cooperation with other students via the share feature, kids gain and demonstrate understanding of programming, math and art that is relevant to geometry, design, and other computer applications. Hopscotch allows most anyone to learn fundamental programming logic; a practical skill to possess in this era of technological advancement.
Rachel Frohloff's insight:

The website is created by Sarah White, a curriculum development team member. The website provides teachers with access to a variety of lesson plans and teaching tools such as the iPad application 'Hopscotch' (White, 2014). 'Hopscotch' is an application that teaches students programming by providing them with opportunities to create animations, stories and games by sequencing functional code blocks (White, 2014). 

 

'Hopscotch' is an ICT resource that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Digital Technologies content descriptions for Years 5 and 6 it states that students will "design, modify and follow simple algorithms represented diagrammatically and in English involving sequence of steps, branching, and iteration (repetition)" (ACARA, 2014, p.2). 'Hopscotch' can be used to successfully address this content descriptor as students can use the application to design and modify a game involving choice and repetition by sequencing functional code blocks (White, 2014). 

 

Overall, I think that the application 'Hopscotch' will support teachers to effectively implement ICTs in the technologies curriculum. In addition, 'Hopscotch' is a fun, engaging and inclusive resource that will enable students' to develop their knowledge and understanding of programming.

 

 

Reference List:

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Digital Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DI&e=ScopeAndSequence

 

White, S. (2014). Hopscotch. Retrieved from:

http://educade.org/teaching_tools/hopscotch

 

 

 

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Tynker is the latest iPad app aiming to teach kids to code - The Guardian

Tynker is the latest iPad app aiming to teach kids to code - The Guardian | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
Tynker is the latest iPad app aiming to teach kids to code The Guardian Hopscotch Technologies has released its Hopscotch: Coding for Kids and Daisy the Dinosaur for Apple's tablet, while SurfScore's Kodable and Kodable Pro apps are also iPad-only...
Rachel Frohloff's insight:

Stuart Dredge is a specialist in iPad applications and has created a website that aims to inform educators of the application 'Tynker' and how it can be implemented by teachers to develop the programming skills of their students. In addition, the website also includes a list of similar resources to 'Tynker' that teachers could also try using in their classroom including, 'Hopscotch: Coding for Kids' and 'Daisy the Dinosaur' (Dredge, 2014). 'Tynker' is an application that involves students describing command sequences using text blocks to solve puzzles (Dredge, 2014). The application includes a starter pack of 20 free puzzles with the remainder of the puzzles costing a small fee (Dredge, 2014). 

 

'Tynker' is an ICT resource that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Digital Technologies content descriptions for Years 3 and 4 it states that students will "describe and follow a sequence of steps needed to solve simple problems" (ACARA, 2014, p.2). 'Tynker' can be used to successfully address this content descriptor as students can use the iPad application to arrange text blocks to describe a sequence of steps for their character to follow in order to solve puzzles (Tynker, 2014). 

 

I personally think that this application is a valuable resource as it can be used to support teachers to implement ICTs in the technologies curriculum. This resource also provides students with a foundation for programming that they can build upon in future year levels.

 

Reference List:

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Digital Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DI&e=ScopeAndSequence

 

Dredge, S. (2014). Tynker is the Latest iPad App Aiming to Teach Kids Code. Retrieved from:

http://www.theguardian.com/technology/2014/mar/13/tynker-ipad-app-children-kids-coding-programming

  

Tynker. (2014). Retrieved from:

http://www.tynker.com/?t=reset

   

 

 

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Bee-Bot

The new Bee-Bot App from TTS Group has been developed based on our well-loved, award-winning Bee-Bot floor robot. The app makes use of Bee-Bot's keypad functionality and enables children to improve their skills in directional language and programming through sequences of forwards, backwards, left and right 90 degree turns.

The app has been developed with 12 levels encouraging progression. Each level is timed and the faster it is completed the more stars you get! The levels are set in an engaging garden scenario and will appeal from age 4 upwards.


Via Filia Papamanolis
Rachel Frohloff's insight:

The 'Bee-Bot' application was created by the TTS group  and is available for purchase  on the Apple website or Itunes store (Apple, 2014). The TTS group has created numerous educational resources that can be implemented in a classroom by teachers to address key learning areas such as, Maths, English, Science and Technologies (TTS, 2014). The 'Bee-Bot' application provides teachers with a resource that they can use to enhance their students' knowledge and understanding of directional language (Apple, 2014). This is evident as the 'Bee-Bot' application involves students programming sequences using the forwards, backwards, left and right buttons to reach an identified location (Apple, 2014). 

 

The 'Bee-Bot' application is an ICT resource that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Digital Technologies content descriptions for Foundation to Year 2 it states that the students will “follow and represent a sequence of steps needed to solve simple problems” (ACARA, 2014, p.2). The 'Bee-Bot' application can be used to successfully address this content descriptor as students can use the resource to follow directions given to them by a class mate or teacher and then represent the sequence of steps by pushing the buttons on the application to get to a particular location on the map (Apple, 2014).

 

In my opinion, I believe that the 'Bee-Bot' application is a great ICT resource that enables teachers to effectively implement ICTs in their teaching of the technologies curriculum. The application also accommodates for the different ability levels of students as the application includes 12 levels that progress in the level of difficulty (Apple, 2014). 

 

Reference List:

 

Apple. (2014). Bee-Bot. Retrieved from:

https://itunes.apple.com/vg/app/bee-bot/id500131639?mt=8

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Digital Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DI&e=ScopeAndSequence

 

TTS. (2014). Retrieved from:

http://www.tts-group.co.uk/shops/tts/Default.aspx

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About Me

Identifying the curator of the collection. 

Rachel Frohloff's insight:

Hello,

 

My name is Rachel Frohloff and I am a full time student at the University of Southern Queensland located in Hervey Bay. I am currently in my fourth and final year of studying to become a primary education teacher with a specialisation in Health and Physical Education. I have created this curated collection as it is a requirement for one of my university courses called Technology Curriculum and Pedagogy. My curated collection is about 'Incorporating Information and Communication Technology resources in the Australian Curriculum: Technologies'. I chose this topic as I am a huge fan of ICTs and have studied courses at university regarding this topic. The aim of the curated collection is to provide educators with ICT resources that they can use to support their implementation of the Technologies curriculum. Enjoy looking through my collection and feel free to add your thoughts to my curated posts!

 

Thanks, Rachel

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Food Games

Food Games | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
These free online food games will help children and families to learn about kitchen hygiene and food safety.
Rachel Frohloff's insight:

‘Food Safety Mobile Game’ is an ICT resource that originated on the website called ‘Family Learning’ (Family Learning, 2012). This website aims to provide parents and teachers with educational games to develop students’ understanding of a topic such as, food safety (Family Learning, 2012). This particular game focuses on teaching students about food safety, food preparation and kitchen hygiene (Family Learning, 2012). The game does this by asking students multiple choice questions using the safety guidelines for food storage and preparation (Family Learning, 2012).

 

The above ICT resource can be used to support the implementation of the technologies curriculum in a variety of ways. For example, in the Design and Technologies content descriptions for Years 5 and 6 it states that students will “investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene” (ACARA, 2014, p.2). The game can be used to address this content descriptor as students will be able to play the game and answer questions to develop their knowledge and understanding of how to correctly prepare and handle food (Family Learning, 2012). By doing so, this will equip students with vital skills that they can use in future applications when they are cooking to minimise the occurrence of food poisoning (Family Learning, 2012).

 

I personally think that this game is a valuable ICT resource that can be used by teachers to support them to implement ICTs in the technologies curriculum. This resource also provides students with a foundation for food preparation, food safety and hygiene that they can build upon in future year levels. 

 

Reference List

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Design and Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/technologies/design-and-technologies/Curriculum/F-10

 

Family Learning. (2012). Food Games. Retrieved from:

http://www.fsis.usda.gov/Oa/foodsafetymobile/mobilegame.swf?redirecthttp=true

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Food Safety Word Scramble

Food Safety Word Scramble | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
GAME: Word Scramble - Teach kids about food safety with this fun word scramble.
Rachel Frohloff's insight:

The website is called 'Home Food Safety' and was created by the Academy of Nutrition and Dietetics.  The Academy of Nutrition and Dietetics is an organisation that focuses on enhancing the nation's health by providing information to people on food and nutrition (Academy of Nutrition and Dietetics, 2014). The goal of the website 'Home Food Safety' is to improve people's knowledge of safe food preparation and hygiene (Academy of Nutrition and Dietetics, 2014). The website does this by including information, tips and online resources such as, videos for people to access to develop their understanding of the topic (Academy of Nutrition and Dietetics, 2014). 

 

The above website includes numerous ICT resources that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Design and Technologies content descriptions for Years 5 and 6 it states that students will "investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene" (ACARA, 2014, p.2). The website can be used to address this content descriptor as the students can access the website to read information and to watch videos on food preparation and hygiene (Academy of Nutrition and Dietetics, 2014). For example, students can watch a video that shows them how to wash their hands correctly before cooking food (Academy of Nutrition and Dietetics, 2014). By doing so, this will support students to learn tips on how to safely prepare food and why it is important to have good hygiene when handling food (Academy of Nutrition and Dietetics, 2014). 

  

I think that this website is a great resource that will support teachers to use ICTs in the technologies curriculum. The website provides opportunities for students to both read information and engage in fun activities to develop their knowledge and understanding of food safety and hygiene. 

  

Reference List:

 

Academy of Nutrition and Dietetics. (2014). Home Food Safety. Retrieved from:

http://homefoodsafety.org/kids

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Design and Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/technologies/design-and-technologies/Curriculum/F-10

 

 

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Years F-2: Food across the Asia region | Asia Education Foundation

Years F-2: Food across the Asia region | Asia Education Foundation | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
Rachel Frohloff's insight:

This resource is in the form of a lesson plan and has been created by the Asia Education Foundation. The Asia Education Foundation provides educators with curriculum resources that will support them to address the Australian Curriculum cross-curriculum priority of Asia and Australia's Engagement with Asia (Asia Education Foundation, 2014). The lesson plan is a resource that includes numerous websites, videos and other online activities that enable students to learn how people from different cultures such as, Asia make food from the different plants, animals, tools and equipment available in their region (ACARA, 2014; Asia Education Foundation, 2014). 

 

The lesson plan is a resource that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Design and Technologies content descriptions for Foundation to Year 2 it states that students will "explore how plants and animals are grown for food and how food is prepared for healthy eating" (ACARA, 2014, p.2). The lesson plan can be used to successfully address this content descriptor as students will be able to access the websites, watch the videos and complete the online activities to enhance their knowledge and understanding of food production in Asia. 

 

Overall, I think that the resource will support teachers to effectively implement ICTs in the technologies curriculum. The resource is a fun, engaging and inclusive resource that will enable students' to develop their knowledge and understandings of food production. 

 

Reference List:

 

Asia Education Foundation. (2014). Retrieved from:

http://www.asiaeducation.edu.au/default.asp

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Design and Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/technologies/design-and-technologies/Curriculum/F-10

 

 

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Kodable Gets Kids Thinking About Logic and More

Kodable Gets Kids Thinking About Logic and More | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
Kodable is an iPad app that introduces children to logic and programming through a simple visual interface. The app present students with a series of mazes through which they have to guide the "Fuz...

Via Amalia Liogas
Rachel Frohloff's insight:

The website is created by Richard Byrne, a high school technology teacher. The website focuses on providing educators with information regarding iPad applications such as, 'Kodable' and how they can be used in a classroom (Byrne, 2014). 'Kodable' is an application that aims to introduce students to programming (Byrne, 2014). The application requires students to represent a sequence of steps to program a robotic device to follow a path through a maze (Mattingly & Noelle, 2014). 

 

'Kodable' is an ICT resource that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Digital Technologies content descriptions for Foundation to Year 2 it states that students will "represent a sequence of steps needed to solve simple problems" (ACARA, 2014, p.2). 'Kodable' can be used to successfully address this content descriptor as students can use the iPad application to drag and drop instructions into a table to represent a sequence of steps for their character to follow in order to efficiently move from point A to point B through the maze (Byrne, 2014). 

 

In my opinion, I believe that this application will support teachers to implement ICTs in the technologies curriculum. The resource will also accommodate for varying student ability levels as the application includes 30 levels that increase in the level of difficulty (Byrne, 2014). 

 

Reference List;

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Digital Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DI&e=ScopeAndSequence

 

Byrne, R. (2014). iPad Apps in the Classroom. Retrieved from:

http://ipadapps4school.com/2013/04/30/kodable-gets-kids-thinking-about-logic-and-more/

 

Mattingly, J., & Noelle, G. (2014). Kodable. Retrieved from:

http://www.kodable.com/

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Caillou Games | PBS KIDS

Play Games with Caillou! Caillou needs help dring the train in his Caillou Train Game, can you help. Play with Caillou!
Rachel Frohloff's insight:

The ICT resource of ‘Calliou Gardening Game’ originated on the website called Public Broadcasting Service Kids (PBS Kids, 2007). The website incorporates curriculum based learning activities to support students to develop their knowledge and understandings of topics such as, gardening (PBS Kids, 2007). ‘Calliou Gardening Game’ is a resource that teachers can implement in their learning experiences to students to develop their knowledge and understanding of how plants are grown for food (PBS Kids, 2007). This is apparent as the resource involves the students planting a food seed in a hole in the ground, watering the seed, fertilizing the seed and shooing away insects that could be harmful to the plant to successfully grow a plant that food can be collected from to eat (PBS Kids, 2007).

 

‘Calliou Gardening Game’ is an ICT resource that can be used to support the implementation of the technologies curriculum in a number of ways. For example, in the Design and Technologies content descriptions for Foundation to Year 2 it involves students “exploring how plants are grown for food” (ACARA, 2014, p.2). The resource of 'Calliou Gardening Game' can be used to efficiently address this content descriptor. This is evident as a constructivist approach to learning can be used by the teacher to enable students to use the game to self-discover how plants are grown for food. Students will learn that first the seed is planted in the ground. Secondly, the seed is watered and fertilized and throughout this process insects need to be kept away from the plant. Lastly, the food is collected from the plant (PBS Kids, 2007). 

 

I believe that 'Calliou Gardening Game' is a wonderful resource that can be used by teachers to support them to effectively implement ICTs in the technologies curriculum. This resource can also be used to maximise student participation and engagement in the learning of how plants are grown for food as it is fun, engaging and inclusive. 

 

Reference List:

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Digital Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DI&e=ScopeAndSequence

 

PBS Kids. (2007). Calliou Gardening Game. Retrieved from:

http://pbskids.org/caillou/immersivegames/?gameID=5

 

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Properties of Materials - Science Games & Activities for Kids

Properties of Materials - Science Games & Activities for Kids | Incorporating Information and Communication Technology Resources in the Australian Curriculum: Technologies | Scoop.it
Rachel Frohloff's insight:

This ICT resource originated on a website created by Rene Smith, a teacher who aims to increase individuals' knowledge and understandings of science. The resource is an activity that can be played on a computer or a laptop and involves students' investigating the properties of different materials including, metal, paper, rubber, glass and plastic. Additionally, the activity provides students with the opportunity to discover what materials can be used for certian purposes such as, rubber can be used to make car tyres. 

 

'Properties of Materials' is an ICT resource that could be used to support the implementation of the technologies curriculum. For example, in the Australian Curriculum: Technologies content descriptions for Years 3 and 4 it aims at getting students to "investigate the suitability of materials for a range of purposes" (ACARA, 2013). Teachers can implement this resource in their learning experiences to students by getting them to participate in the tasks on the website to successfully advance their understandings of materials and how they can be used for certain purposes.

 

Overall, I believe that this ICT resource can support teachers in their implementation of the technologies curriculum. 

 

Reference List:

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Digital Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DI&e=ScopeAndSequence

 

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Muffin Songs - Oats Peas Beans and Barley Grow | nursery rhymes & children songs with lyrics - YouTube

MP3 download iTunes: https://itunes.apple.com/us/artist/muffin-songs/id492247042 CD Baby: http://www.cdbaby.com/Artist/MuffinSongs https://www.facebook.com/m...
Rachel Frohloff's insight:

The resource 'Oats, Peas, Beans and Barley Grow' is a video that originated on the video sharing website called YouTube (YouTube, 2014). The video was uploaded by a group of people called Muffin Songs. Muffin Songs aims to create nursery rhymes and songs for children to sing and dance along to (Muffin Songs, 2011). 'Oats, Peas, Beans and Barley Grow' is a resource that focuses on developing students' knowledge and understandings of how plants are grown. For instance, in the song it identifies that in order for plants to grow farmers need to sow the seeds, water the seeds, hoe the weeds and harvest the seeds (Science Net Links, 2014).

 

'Oats, Peas, Beans and Barley Grow' is an ICT resource that could be used to support the implementation of the technologies curriculum. For example, in the Australian Curriculum: Technologies content descriptions for Foundation to Year 2 it focuses on getting students to "explore how plants are grown for food, clothing and shelter" (ACARA, 2013). Teachers could use this resource at the beginning of a unit of work to introduce students to the topic of how plants are grown for food. Afterwards, the teacher can then have a classroom discussion with the students to discuss some of the key terms incorporated in the song such as, sow the seeds.

 

Overall, I think that the video is a fun and engaging resource that will support teachers to implement ICTs in the technologies curriculum. 

 

 

Reference List:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Digital Technologies Scope and Sequence. Retrieved from:

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DI&e=ScopeAndSequence

 

Muffin Songs. (2011). Retrieved From:

http://www.youtube.com/watch?v=AS8hobMOPv8

 

Science Net Links. (2014). Retrieved From:       http://sciencenetlinks.com/lessons/crops-1-where-does-food- come-from/

 

Youtube. (2014). Retrieved From

http://www.youtube.com/?gl=AU

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