Technology in the Upper Primary Classroom
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Sugarcane Australia: paddock to plate sugar cane (for kids & big kids) by CANEGROWERS - YouTube

Farmer Joe and Jana show how sugarcane is grown, harvested, milled and refined in Australia
Nick Berry's insight:

This resource has been produced by Sugarcane Australia and details to process that farmers undergo to bring sugar from the paddock to our plates. It provides great audio and visual representations of information at a level student’s will understand.

 

This Paddock to Plate video delivers information that fulfils the Year 3 and 4 Content Descriptor of Design and Technologies - Knowledge and Understanding that encourages students to ‘investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)’.

 

With this in mind, students could write a procedural text detailing the steps farmers take when working with sugarcane – fulfilling an aspect of the English KLA. The class could potentially be tasked with devising a budget that farmers must adhere to when harvesting, processing and packaging their sugarcane – testing their mathematical capabilities.

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Top 5 Assessment Apps for Teachers

Top 5 Assessment Apps for Teachers | Technology in the Upper Primary Classroom | Scoop.it
Discover the top 5 assessment apps that will make assessing students' work easier than ever before.
Nick Berry's insight:

This resource lists the Top 5 Apps that are used by educators to assess student progress on devices such as Ipad’s.  It explains how mobile devices can be used to enhance student learning and minimise the time teachers spend on organising their data.


These apps fulfil the Year 3 and 4 Content Descriptor of Digital Technologies - Knowledge and Understanding which requires students to ‘explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)’.


The application called ‘Nearpod’ was of particular interest as it allows teachers to manage content on THEIR students' devices and record this data with the touch of a finger.  The ‘GoClass’ app was another that caught my eye, allowing teachers to create Ipad based lessons that students could work on independently or with guidance from a teacher’s aide. They could then send this data to their teacher or post it in their class blog (for example). Of course, these programs and their procedures must be carefully taught to students to ensure their potential is maximised and students work effectively with them.

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Jacynta Baker's curator insight, June 11, 2014 8:42 AM

This online resource is great for lower-primary educators as it provides a list of the Top 5 Apps that are used by educators to assess student progress on devices such as Ipad’s. The website provides its audience with a clear explanation on how mobile devices can be used in the classroom to enhance student learning and reduce the time educators spend on organising their data.

 

This site links directly to the Australian Curriculum, and in particular the Year 3 and Year 4 Content Descriptor of Digital Technologies:

 

 - Knowledge and Understanding which requires students to ‘explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)’.

 

This comprehenisve website is very beneficial to all primary educators who are searching for an effective yet simple approach to assessing their students on their technology skills.

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Education – Google Maps

Education – Google Maps | Technology in the Upper Primary Classroom | Scoop.it
Nick Berry's insight:

This resource is one developed in conjunction with Google with the specific intention of education in mind. It is important to understand that the standard Google Maps has a wide variety of uses as well. Google Maps Education includes specific tasks and learning activities that aid students in their knowledge of Geography,  direction and co-ordinates – to name a few.


Google Maps fulfils the Year 5 and 6 Content Descriptor of Design and Technologies - Processes and Production skills which requires students to ;Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)’.


This program has a wide variety of applications: Students could be tasked with redeveloping an area of their city/town using Google Maps to provide them with an overview. This is a part of their Math unit where they are working with area of 2D shapes and have to redevelop the area that is 5km2. This kind of an activity could be accompanied by a design brief which includes specific council regulations about street width, block size etc.

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Its lab time - Connecting Schools to Universities’ Remote Laboratories

A new approach to connect schools with remote laboratories offered by schools and science centers is described.
Nick Berry's insight:

This slideshare, developed by Ann-Christen Tannhauser contains some excellent information explaining how remote access labs (RAL’s) can be used to increase the content knowledge and technologies knowledge of primary school children.  She articulates that a program called UniSchooLabs can be used to connect everyday classrooms to well-equipped University laboratories and place the control in their hands.   


The use of RAL’s fulfils a number of curriculum descriptors including the Year 5 and 6 Content Descriptor of Digital Technologies - Knowledge and Understanding. This explains that students are to ‘investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data (ACTDIK014)’.


It is important the educators not only complete the experiments and explorations enabled by RAL’s but they also explain the technology behind it– using simple explanations and teaching students how to connect it all will allow them to see the ‘bigger picture’.  Using the UniSchooLabs program increases student access, negates any safety concerns and allows students access to high quality resources and facilities.

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Excel In the Classroom

Excel In the Classroom | Technology in the Upper Primary Classroom | Scoop.it
For the purpose of this tutorial, we'll look at the pros and cons of using Microsoft Excel as an application with your students.
Nick Berry's insight:

The uses of Microsoft Excel are wide and varied but often quite dull for school age children. This article, posted by Teach-nology comprehensively outline the pro's and con's of using this computer program and highlights some interesting strategies that enhance student learning.

 

This particular resource fulfils the Year 3 and 4 Content Descriptor of Digital Technologies - Knowledge and Understanding. This articulates that students should 'recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)'. The wide variety of graph types and data recording programs on Excel allows students to draw the connection between the data they have gathered and the physical representation.

 

Teach-nology explains that any graph that students create can be shared straight to their class blog for example, fulfilling part of their homework. With this in mind, they stress that Excel is a complex program and one that requires educators to train their class extensively in its use.

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60 Ways to Use Twitter in the Classroom by Category | Fluency21 – Committed Sardine Blog | Diigo

Nick Berry's insight:

 

This interesting resource has been scooped from EDC3100's Diigo page, run by David Jones and has stimulated my thinking surrounding the use of Twitter. An organisation called 21st Century Fluency hosts this list of sixty examples, whose aim is to make learning relevant to life in our new digital age by using new technology (like Twitter) to expand the traditional classrooms capabilities. The sixty examples listed within this resource range from collating and organising students' views to communicating with experts in certain fields.

 

In relation to the Australian Curriculum Technology strand, there is a wealth of applications for the use of Twitter. One such descriptor requires students to 'generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques.' (ACTDEP025)

 

In the case of this particular descriptor, Twitter would be an excellent tool in gathering design ideas and communicating the ideas with peers and experts. Even a #Year5CHSS hashtag could be used to collate students thoughts.

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Google+ Connected Classrooms Brings The World into Your Class

Google+ Connected Classrooms Brings The World into Your Class | Technology in the Upper Primary Classroom | Scoop.it

Via Tom D'Amico (@TDOttawa)
Nick Berry's insight:

As you can see, this method of using Google + provides students with a chance that is as close as possible to a real school excursion. This entire Connected Classrooms experience can be viewed live or played back to classes around the globe.

 

Whilst watching these recordings and live broadcasts, students could be instructed to collect data/information  and later represent this data through electronic means - fulfilling one of the Year 3 and 4 Technology Content Descriptors.

 

"Collect, access and present different types of data using simple software to create information and solve problems."  (ACTDIP009)

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Danielle Leibowitz's curator insight, November 7, 2013 12:15 AM

This article was an exciting find because I had recently read about virtual field trips and now I got to see what they are like! This is honestly the coolest thing, and the imagery is so clear I almost feel like I'm there. I can see this being an incredible tool in the classroom to expose students what exists beyond their school walls without having to go through the hastle of planning a trip and causing students to miss other classes. The experts in the video also seemed to enjoy doing the virtual trips, so it seems like a win, win. I think that any content area teacher could use this to enhance their lessons, and I think that students would really enjoy it as well. So neat!

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Fakebook

Fakebook | Technology in the Upper Primary Classroom | Scoop.it
Nick Berry's insight:

This resource is called Fakebook and is modelled around an inescapable aspect of social media in the 21st century. This site can be used by students learning History to create profiles of prominent figures of world history.

 

The use of Fakebook in a classroom supports students in fulfilling the Year 7 and 8 Content Descriptor of Digital Technologies - Processes and Production skills which calls on them to ‘acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)’.

 

When searching for information to include in their Fakebook profile of Captain James Cook (for example) students must consider the validity of data they acquire from a variety of sources – primary, secondary and different text types (audio, video, recount, narrative etc.). Using their historical understanding, the authenticity and validity of the information must be put under scrutiny.

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Sustainability Education in Australia - Home Page

Sustainability education develops skills, knowledge and values that promote behaviour in support of a sustainable environment. It is not confined to formal schooling. It also occurs in a wide range of non-formal education settings at work and at home.

Nick Berry's insight:

This resource, produced by the Australian Government, provides information on the topic of sustainability education for all members of society. With this knowledge in mind, teachers and their students can both make changes to their lifestyle and indeed classroom.  


Sustainability education equips students with the knowledge required to fulfil the Year 3 and 4 content descriptor of Design and Technologies - Processes and Production skills which requires students to ‘Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)’.


Learning about sustainability in their education, students will understand the aforementioned criteria and could potentially be tasked with designing an invention that increases sustainability. They can then critique it against this information and make adjustments to its design.

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LEGO.com Education 45544 - LEGO® MINDSTORMS® Education EV3 Core Set

LEGO.com Education 45544 - LEGO® MINDSTORMS® Education EV3 Core Set | Technology in the Upper Primary Classroom | Scoop.it
Nick Berry's insight:

Having recently completed the RALfie survey and workshop tutorials run by Dr Andrew Maxwell at the University of Southern Queensland, the use of Lego Mindstorm kits is something that interested me greatly. Using these programmable devices and Lego’s simple blocks and pieces, the possibilities are endless for students in primary school classrooms.


This particular resource fulfils the Year 5 and 6 Content Descriptor of Digital Technologies - Processes and Production skills which encourages students to ‘design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)’.


This is mirrored in the design process of Lego Mindstorm where students build 3D models using 2D diagrams; program their robots using the relevant coding on computers and alter their coding to solve problems and create movement sequences. It is important to remember that this kind of activity requires significant planning and teaching to the class – including step by step procedures and modelled programming.  

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VCEC - Design Briefs

VCEC - Design Briefs | Technology in the Upper Primary Classroom | Scoop.it
The Virginia Children's Engineering Council website
Nick Berry's insight:

One of the overarching ideas of the Technologies Curriculum is to engage students in designing and creating a variety of things with the aid of technology. This website contains a wide variety of examples of ‘design briefs’ – a document that contains a brief explanation of a design task that sees students using knowledge of a KLA and technologies understanding.


There are a number of descriptors that can be fulfilled through the use of design brief prescribed tasks. The Year 3 and 4 Content Descriptor of Design and Technologies - Processes and Production skills is one in particular and is calls on students to use higher order thinking to ‘Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)’.


Providing students with opportunities to manipulate, alter and create with technology to achieve a purpose is an important aspect of 21st century education and using design briefs within lessons is one way of doing so.  

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Scratch - Scratch Two - The Amazing Race

Scratch - Scratch Two - The Amazing Race | Technology in the Upper Primary Classroom | Scoop.it
Make games, stories and interactive art with Scratch. (scratch.mit.edu)
Nick Berry's insight:

Having completed the prescribed activities for Scratch in the EDP4130 modules, I have enjoyed exploring the endless possibilities that this program provides. 

 

According to the official Scratch website, this programming system is aimed at children ages 8 to 16 and used throughout a wide variety of environments to unpack concepts, complete homework and create multi-modal texts (to name just a few uses). 

 

The Australian Curriculum Technologies Strand contains a wealth of examples where Scratch is an applicable resource. In Year 7 & 8 students will "Effectively and safely use a broad range of materials, components, tools, equipment and techniques to make designed solutions" (ACTDEP037).


In conjunction with the use of coding and design on Scratch itself, students will also be able search the huge amount of creations for inspiration, uploaded by Scratch's users. 

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6 Emerging Technologies In Education | Technology Education and History | Pinterest

6 Emerging Technologies In Education | Technology Education and History | Pinterest | Technology in the Upper Primary Classroom | Scoop.it
This Pin was discovered by Amy Price. Discover (and save!) your own Pins on Pinterest. | See more about technology and education.
Nick Berry's insight:

This list of technologies was found via Pinterest and reiterates the way computer based resources are transforming 21st century classrooms.

 

For example, the use of 'open content' from other schools around the world to investigate the suitability of materials, systems, components, tools and equipment for a range of purposes allows students a wide variety of perspectives to draw from.(ACTDEK013)

 

 

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