Learning in digital technologies
In Digital Technologies, students are actively engaged in the processes of analysing problems and opportunities, designing, developing and evaluating digital solutions, and creating and sharing information that meets a range of current and future needs. Students learn to safely and ethically exploit the capacity of information systems to create digital solutions. These solutions and information are created through the application of computational, design and systems thinking, and technical skills.
Key concepts:
Underpinning the learning in Digital Technologies is a set of key concepts (outlined below) that establish a way of thinking about problems, opportunities and information systems and provide a framework for knowledge and practice.
The key concepts of abstraction, data collection, representation and interpretation, specification, algorithms and development correspond to the key elements of computational thinking. Collectively these concepts span the key ideas about the organisation, representation and automation of digital solutions and information. They can be explored in non-digital or digital contexts and are likely to underpin future digital systems and provide a language and perspective that students and teachers can use when discussing Digital Technologies.
Structure
Digital Technologies comprises of three related strands: Digital Systems, Data and Information, and Creating Digital Solutions.
Digital Systems
Focuses on the hardware, software and network components of digital systems. Students initially learn about a range of hardware and software, and progress to an understanding of how data are transmitted between components within a system, and how the hardware and software interact to form networks.
Data and Information
Focuses on the properties of data, how they are collected and represented, and how they are interpreted in context to produce information. Students learn how data are represented and structured symbolically for use by digital systems, as well as techniques for collecting, managing and organising data that is used to solve problems and create and communicate ideas and information.
Creating Digital Solutions
Explores the interrelated processes and associated skills by which students create digital solutions. Students engage in the four processes of analysing, designing, developing and evaluating. Creating Digital Solutions requires skills in using digital systems and computational, design and systems thinking, and interacting safely by using appropriate technical and social protocols.
Key concepts:
Underpinning the learning in Digital Technologies is a set of key concepts (outlined below) that establish a way of thinking about problems, opportunities and information systems and provide a framework for knowledge and practice.
The key concepts of abstraction, data collection, representation and interpretation, specification, algorithms and development correspond to the key elements of computational thinking. Collectively these concepts span the key ideas about the organisation, representation and automation of digital solutions and information. They can be explored in non-digital or digital contexts and are likely to underpin future digital systems and provide a language and perspective that students and teachers can use when discussing Digital Technologies.
Structure
Digital Technologies comprises of three related strands: Digital Systems, Data and Information, and Creating Digital Solutions.
Digital Systems
Focuses on the hardware, software and network components of digital systems. Students initially learn about a range of hardware and software, and progress to an understanding of how data are transmitted between components within a system, and how the hardware and software interact to form networks.
Data and Information
Focuses on the properties of data, how they are collected and represented, and how they are interpreted in context to produce information. Students learn how data are represented and structured symbolically for use by digital systems, as well as techniques for collecting, managing and organising data that is used to solve problems and create and communicate ideas and information.
Creating Digital Solutions
Explores the interrelated processes and associated skills by which students create digital solutions. Students engage in the four processes of analysing, designing, developing and evaluating. Creating Digital Solutions requires skills in using digital systems and computational, design and systems thinking, and interacting safely by using appropriate technical and social protocols.
Wallarano P.S. Continuum tracker:
Foundation:
I can identify common types of computer systems that are used at home and in the school. I understand that data can have patterns and be represented as pictures and symbols. I can collect and use data of any kind. I can engage with information known people have shared in an online environment. I can follow a sequence of steps to solve simple problems. |
Grade 1:
I can explain how computer systems are used at home, in the school and in the community. I understand that data can have patterns and can be represented as pictures, symbols and diagrams. I can present data of any kind using (teacher selected) a variety of digital tools. I can share and publish information with known people in an online environment. I can follow and describe (and represent) a sequence of steps and decisions needed to solve simple problems |
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Grade 4:
I can describe how a range of digital components (hardware, software and peripheral devices) can be used for different purposes. I can demonstrate how the same information can be represented in different ways. I can collect and present different types of data for a specific purpose using software. I can work with others to plan, create and communicate ideas and information safely. I can define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. I can explain how developed solutions and existing information systems meet a purpose. |
Grade 5:
I can explain the functions of digital system components. I understand that data is represented using codes (?) I can create and communicate information, using online tools, using agreed social, ethical and technical protocols (codes of conduct) I can define problems in terms of data and functional requirements, drawing on previously solved problems to identify similarities. I can design solutions by developing algorithms to address the(?) problems. I can use simple visual programming environments and include branching (decisions) and iteration (repetition). |
Grade 6:
I can explain how digital systems are connected to form networks that transmit different types of data. I can explain how whole numbers are used to represent data in a digital system. I can manage the creation and communication of information, using online tools, using agreed social, ethical and technical protocols. I can design, follow and represent diagrammatically, a sequence of steps (algorithm), involving branching (decisions) and iteration (repetition). I can explain how information systems and their developed solutions meet current and future needs taking sustainability into account. |