Digital technologies / Year 7 and 8 / Digital Technologies Processes and Production Skills

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Learn how to code the micro:bit to use the radio! In this DT Mini Challenge, you can create wireless networks to send pictures and messages around the room! You'll start by sending simple messages, but work up to making your own interactive games with your friends! Dive on in and you'll be sending secret messages in no time!

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Let's make our own devices with the Arduino! We'll take a deep dive into building devices from the ground up, and you'll see how all pieces of technology are built! Learn how to create a temperature monitor, or a musical instrument, or make an automatic torch! Jump right in and let's make some noise!

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The lesson follows an inquiry process in which students use a dataset to answer relevant questions about the turtle population. They consider how to analyse and display the data in order to effectively examine the impact of rising global temperatures on flatback turtle populations.

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Home automation is all the rage. You talk to your mobile phone to control the lights, the fan, the air conditioner, or your pool pump. But how does it work? In this lesson, we explore the AI that could power a home automation system.

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Investigate home automation systems, including those powered by artificial intelligence (AI) with speech recognition capability. These suggested activities for year levels 7-8 are designed for students using general purpose programming languages JavaScript and Python, with similar content to the visual coding lesson Home ...

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Use the tasks in this lesson to introduce concepts that underpin artificial intelligence (AI). The majority of the tasks are unplugged (do not require a digital device). Use the downloadable AI cards with your students to explore what they know about AI.

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This learning sequence explores text analysis through Natural Language Processing, a significant application of Artificial Intelligence. Teachers and students are led through a series of video tutorials to develop a Python program that can break down and analyse the content of a complete text and use smart sentiment analysis ...

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Sometimes we write and post things on social media in a hurry. Such posts can hurt people and even make them feel bullied. Wouldn't it be great if an Artificial Intelligence application could check our posts as we write them, and warn us if they were potentially hurtful?

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In this lesson students will create a personalised musical buzzer by programming the LilyPad Arduino to play a sound using the Main board, Buzzer and Button, coding the note frequency in Arduino IDE. The lesson can be extended to include LED’s that light up or flash according to the note played to enable the buzzer to be ...

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Project Quantum helps computing teachers check their students’ understanding, and support their progress, by providing free access to an online multiple-choice assessment system and question bank. To use Project Quantum, you will need to create a free account.

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Find out about Design thinking. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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Find out about Computational thinking. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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This is a unit for Year 8 from the Scope and sequence resources from the DT Hub. The topic of creating a digital solution is organised into four key elements. Use this flow of activities to plan and assess students against the relevant achievement standards. Students follow the problem solving process to design and create ...

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This article provides a literature review of how computational thinking fits into a school curriculum. The aim of the report is to provide educators with an overview of the current research in this field and the work that is being done in teaching computational thinking.

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Nathan Alison from Digital Learning and Teaching Victoria (DLTV) explains what systems thinking is and how it is used in the context of Digital Technologies. Nathan explains what we need to consider when teaching digital systems, covering topics such as networks, hardware and software protocols, people and processes.

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This set of printable cards provides definitions of six aspects of computational thinking.

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This video provides an introduction to the ways in which Digital Technologies can be used to develop students' learning in the Numeracy Learning Progression.

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This video explores ways in which students can develop and apply their Digital Technologies knowledge, understanding and skills to create a digital solution through the Curriculum connection of food and fibre. The video is designed for educators who would like to learn how to use a BBC micro:bit to manage the water requirements ...

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This document presents the milestones in Faith Lutheran College's participation in the Digital Technologies in Focus project.

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This infographic provides an overview overview of the concepts related to computational thinking.

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In this video, Professor Tim Bell discusses helpful ways of understanding and teaching computational thinking, a key idea of the Australian Curriculum: Technologies.

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The Years 7-8 assessment task focuses on digital systems (integrating Digital Technologies and Science). The digital systems assessment task provides a scaffold to teach about and assess students’ understanding of how digital systems can be used to monitor the classroom learning environment. learn how to create environmental ...

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Andrew Harris from the Hagley Farm School in Tasmania shares ways in which the school is teaching Digital Technologies and its meaningful use in agriculture . For example, Andrew provides examples of ways students learn about digital systems and data collection.

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Digital Technologies in Focus curriculum officers discuss a lesson about Artificial Intelligence with Simon Collier and a student.

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This article explores the relationship between computational and critical thinking as it applies to solving technological problems. Research evidence derived from classroom experiments strongly suggests that using computers to solve problems enhances students’ abilities in solving real-world problems involving mathematical ...

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This PDF provides a sequence of activities in which students create algorithms to measure the time taken for a vehicle to travel from a starting line to a finish line. Students connect micro:bits and laser receiver sensors to measure time, then create programs to undertake the timing using visual and general-purpose programming.

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This document illustrates the network of people and resources that make up Faith Lutheran College's Professional Learning ecosystem.

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This tutorial shows ways in which environmental factors such as lighting and temperature can be measured and improved using micro:bits and sensor boards, and programmed using pseudocode, visual programming and general-purpose programming.

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This PDF uses colour coding to provide a line of sight between key concepts, content descriptions and achievement standards in the Digital Technologies subject in the Australian Curriculum.

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This PDF outlines Faith Lutheran College's proposal to participate in the Digital Technologies in Focus project.

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This PDF provides a line of sight from content descriptions to achievement standards in the Digital Technologies subject in the Australian Curriculum.

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The Years 7-8 assessment task focuses on digital systems (integrating Digital Technologies and Science). The digital systems assessment task activity guide can teach and assess students’ understanding of how digital systems can be used to monitor the classroom learning environment. Students will learn how to create environmental ...

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This article explores the challenges associated with using knowledge from different domains (and people) to work on a common problem, issue or puzzle. It acknowledges that the differences in how disciplines structure their knowledge raise challenges when working across disciplinary boundaries. The article identifies these ...

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This PowerPoint explains the benefits and techniques of literature reviews.

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This article explores the concept of computational thinking within computer science learning and in relation to other learning areas. The authors assert that because of its focus on analysis, computational thinking is not only suitable for computation but also the development of systems-based on computation.

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This report examines the similarities and differences in the understandings about STEM education between experts and the general public in some American states. The authors contend that one of the most interesting findings is the role of Science: the general public equates STEM as Science, whereas the experts view all STEM ...

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This article explores ways of building integrated STEM programs so that students have opportunities to make connections to crosscutting concepts and real-world problems. This is proposed through the lens of a framework.

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Russell Scott, Co-Founder of multimedia design company Vortals, demonstrates some of the ways he teaches students about augmented reality, virtual reality, 2D, 3D and game design.

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This article explores the benefits of an interdisciplinary STEM program in the quest for providing students with a holistic approach to problem-solving that reflects real-world practice. This is supported by a conceptual framework that comprises four constructs: systems thinking, situation learning theory, constructivism ...

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This article explores the types of systems in our world, their characteristics and how our behaviour can initiate and respond to changes in their performance. The author differentiates between systems thinking and a system and elaborates on those factors that contribute to systemic behaviour.