RALfie (Project 4 - Remote laboratories, 2014) short for Remote Access Laboratories for fun, innovation and education is a project that promotes the understanding and performance in utilising different technologies. This can be completed through the use of remote access promoting students understanding and competence within the Australian Curriculum Technologies (ACARA, 2014) strand. Direct alignment between RALfie and the content descriptors for technologies is evident where students are asked to explore and use a range of digital systems (ACTDIK007) then in later years they will investigate the main components of digital systems and use their basic functions and interactions (ACTDIK014).
Whilst completing the RALfie activities on campus many activities were completed. The activity that I completed included the LEGO Mindstorm set and software program (2014) which enabled us to use our mignonette by inputting relevant data to make the mignonette move. This activity was a great opportunity for me to learn and have the hands on experience necessary to be able to implement it into a school environment. I believe that the potential application for RALfie is definitely necessary, many school are already implementing LEGO robotics kits now all they need is the technical advice to successfully implement within the classrooms.
This scoop is fantastic for educators, formative assessment is a pivital part of assessment and all teachers must be aware that there are many examples to do formative assessment. Within the Australian Curriculum all Key Learning Areas will benefit from this document. The document is also downloadable, this is great to allow teachers to change examples to suit their specific needs.
What an amazing site that offers students the opportunity to see these places regardless of their geographical location. The Scoop-it post offers 20 different websites that have a direct link to the Australian Curriculum (ACARA). This is evident where the ACARA Technologies Curriculum state that Year Five and Year Six students need to describe how design and technologies contribute to meeting the present and future needs (ACARA). A selection of the different online museums and virtual field trips include: NASA, Arctic Tour, Moon Tour and the Smithsonian Museum. These sites would also be seen to help with other Key Learning Areas, especially remote students that do not have access to such organisations.
Augmented Reality (AR) allows teachers and students to extend the physical world with a virtual overlay. Whether you have iPad, Android, or a smartphone, scanning a trigger in the physical world with an AR app allows a new layer of information to appear. This information could be a link to a web site, a video, …
The Virginia Children's Engineering Council website
Pearta Nolan's insight:
In the context of technology education the design brief can be utilised to scaffold students understanding and support their ideas. The design brief allows students to create, investigate, use prior knowledge whilst providing solutions for problems. Utilising all these skills provides students to engage in higher order thinking skills within a scaffolded learning environment.
Scratch (2014) is an online program that can assist students to complete and share interactive media. There is also the added benefit of students being able to collaborate and share with people from all over the world. Some of the benefits of scratch include; stories, games and animation. Direct alignment between Scratch (2014) and the Australian Curriculum Technologies (ACARA, 2014) are evident within multiple content descriptors in the Digital Technologies process and production skills allotment. Students are scaffolded to implement digital solutions as visual programs with algorithms involving decisions, repition and input, furthermore students are to design, modify and follow simple algorithms including a sequence of steps, decisions and input (ACARA, 2014).
Whilst completing the Scratch activities I found that it was best to follow the instructions to get a general understanding of the program. Once this was achieved, I found that I was more confident in trailing new steps; I created a scratch that involved a helicopter swooping down to collect the cat and taking it into the sky. Throughout this activity I learnt to have a go and trial new things and remember that there is always a help section. Overall I believe that this was very exciting activity and I can the application to school as smooth transition.
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