Assignment 1: Final blog reflection weeks 6-8

The last few weeks we have been focusing on Digital technologies. I feel as if i have a more clear and better understanding of what digital Technology is. At first i was a bit confused as to why we only got 3 weeks to cover all the materials in Digital Technology when we had 5 weeks to cover design and technologies. I didn’t think i would learn everything i needed to within the 3 weeks, but as the 3 weeks have concluded i have now realised that Digital technology doesn’t have as much material to learn as Design and technologies did. I believe i have learn all that i needed to about Digital technology and i am able to walk away with more knowledge when what i originally had.

The challenges i participated in within the past 3 weeks have got me half way between understanding and confused. Some of the activities had me lost as to what to do, Binary codes and the activity scratch had me more confused than any other activity. After some explanation from my lecturer and other class mates i started to understand more about what was needed for the activities. i find that Binary codes will be useful for me to use in my classroom as a primary school teacher and i wish to be able to help my students understand the meaning of codes.Throughout all the many games and activities throughout the weeks i found love towards the game ‘Angry birds’. I found it very easy to use and very simple to play. I would defiantly use this in my upcoming years of a teacher.

I have since learned that technology played a huge role in the Australian curriculum, not just within design and digital technologies. Before starting University i had no knowledge of the Australian Curriculum and now i realise that it plays a bigger role for teachers than i will ever imagine. Im still a little confused as to how to read the curriculum and understand the strands, but from not knowing what it is to having to understand it all in one hit i believe that I’m doing okay. I will from now on refer back to the curriculum for everything, including technology, as i will be using it within the years of my teaching.

i have leant a lot within the last 3 weeks, i never knew what codes or algorithms where and i didn’t understand the concept of computational thinking. i believe i have come a long way in this subject, even though i still have a few difficulties with design and digital technologies, i feel as if i am improving. I will encourage technology in my classrooms and strive high. overall this course has helped me understand a lot and i will bring what i have learnt and more to my own teachings. At first i didn’t agree with technology in the classroom, but this course has opened my  mind and i see reasons as to why technology is useful for students in the classroom. Today technology is used for almost everything. Like it states (chapter 17- Teaching and learning with ICT in the primary school, Rory McGann and Aisling Leavy) “Most pupils today are proficient at playing games on their mobile phones or communicating with their friends on social networks”. Technology is everywhere and used for everything, iv now opened my mind and come to realisation that technology in schooling would be beneficial for students learning.


McGann, R., & Leavy, A. (2015). computer programming in the primary school:an introduction. In Sarah Younie, Marilyn Leask, Kevin Burden (Ed.), Teaching and learning with ICT in the primary school (second editionth ed., pp. 198-209). New york: Routledge. (Original work published 2015).

Australian Curriculum, Assessment Reporting Authority (ACARA). (2015). Australian curriculum. Retrieved from



This Scratch program is very effective, it would be beneficial to primary school aged children as its fun and engaging. You are able to change the background as well as the character. I actually found this game hard to understand, it took me a while to understand how to use it. i personally would not use this in my classroom because i found other activities where a lot more simple and easier to use, but if my students wanted a challenge then i would get them to use this program. Similar to the Angry birds game, it has the codes labelled and ready to use, which makes it more effective and easier for students to learn about coding.

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Digital learning challenge

Here is an example of an unplugged algorithm. For this activity we had to make a step of instructions that can be followed on how to make toast with butter and vegemite. It is an unplugged algorithm because there is no use for a computer. This challenge is easy as buttering toast with butter and vegemite is basic and everyone should know how to come up with steps of instructions to follow.

what you will need:

  • bread
  • butter
  • vegemite
  • knife
  • cutting board
  • toaster
  • plate

instructions to follow:

  • Get everything ready to go (ingredients etc).
  • place a piece of bread in the toaster and set it to a time limit (e.g. 2 minutes).
  • once the toaster has popped, take the toast out of the toaster.
  • place the toast on a cutting board
  • using a knife spread the butter over the toast-then complete this step again but with Vegemite.
  • you can either leave the toast as whole or cut into pieces, (choice is yours)
  • place on a plate and serve.


Angry birds

Throughout the week i had a little play around with the ‘Angry birds’ game. This is a great activity for students to use to help them to understand the meaning of coding. In the game you are given challenges which make it harder to move on to the next level. You are given steps to move the angry bird so that it gets to the green pig without getting blown up or running into a wall of boxes or sharp objects. I believe this is a really easy and interesting game to use, because the codes are already labelled and ready to use. This online activity links to both strands in the Digital technologies Australian curriculum. This game helps to provide knowledge and understanding of how to use coding. The game also helps students to learn process and production skills by playing the game and following the algorithms within the game. I found this game one of the easiest so far. It is a simple game full of instructions and appropriate for primary school aged children. This game would be beneficial as students would learn quickly about algorithms and coding.Screen Shot 2015-05-08 at 11.11.54 am

Reading- Chapter 5 ~Visual literacy for all teachers and learners~

Jeff Beaudry

This reading focuses on visual literacy and what visual literacy is. Visual literacy represents a verify of approaches to teaching, learning and assessment that stems from pictures, drawings, photographs, concept maps, graphics, videos and multimedia. Throughout the chapter it mentions visual literacy in the 21st century, and how it has changed over the years. It helps to engage students and makes it fun and enjoyable. It explains that it takes on average 15 minutes to read and score complex essays and on average 1.5-2 minutes to read and score concept maps.

Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text.

mind map is a diagram used to visually organise information. A mind map is often created around a single concept, drawn as an image in the center of a blank landscape page, to which associated representations of ideas such as images, words and parts of words are added.

A Venn diagram is a diagram representing mathematical or logical sets pictorially as circles or closed curves within an enclosing rectangle (the universal set), common elements of the sets being represented by intersections of the circles.

concept map is a type of graphic organiser used to help students organise and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics.