Monday, 27 November 2017

Developing some thinking about junior programmes

I have been doing some thinking over the past couple of days around this, and looking at what the current CT and DDDO Progress Outcomes are, as well as Technology Achievement Objectives. Unfortunately we won't know until December sometime when the actual curriculum will be released.

We have themes in our school, so I am having to think about my planning to go under these categories. 


This is only just thinking stages at the moment. Also thinking about culturally responsive practices, priority learners, 

How Might We INNOVATE through personalised learning?
How Might We ENGAGE through powerful partnerships?
How Might We INSPIRE through deep challenge & inquiry?

Which relate to our school values of INNOVATE. ENGAGE. INSPIRE.

Link up with social science learning area under a module that links in the original ideas of the BNZ Amazing Place competition held in Christchurch a number of years ago. The Amazing Place was a series of competitions for the children of Canterbury of different age groups to have a real say in the future of Christchurch by connecting them with the redevelopment of the central city.
Getting students to rethink their ideas about how cities are changing and what could be on offer, to be able to develop surveys, understand data, communicate ideas, use SketchUp to develop ideas. This is a more a generic technology unit idea, mainly because I still see these concepts being important for students to develop and understand, to propose ideas, to be able to inquire. Important aspects that need to be learnt and grafted.

Computer generated art, developing the thinking for a student to be able to develop their own art. Not with brushes, but with programming, I have come across this guy who with 10 lines of python code has been able to create some interesting cloud images. thinking about what this could mean, there is talk of a book that he has written.
Then there is this,

I love the idea of insta:ants, getting students to take a photo and then have an algorithm to change it up. Then is even a mp4 created of it being drawn.

Flow chart to get it working

An example image created

Digital media, moving image,
Rotoscoping is an animation technique used by animators to trace over motion picture footage, frame by frame, when realistic action is required. Originally, photographed live-action movie images were projected onto a glass panel and re-drawn by an animator

One of the ideas I threw away at the start when doing some idea generation around this was the use of blends. the following is when combing pig, angel and catcus to enable some new images to be created.

One of the other pieces of work, and I hope to try and work out the coding around is this:
These wall drawings are generated by a series of predesigned instructions that dictate their form. The instructions give both constraint and flexibility, so that the piece that unfolds has a clear structure and at the same time expresses the individual aesthetic preferences of the participants who contribute. Since each step depends on the previous steps, the result is a dynamic, collaborative piece, authored collectively by the artist and the exhibit visitors.
I can imagine students creating the code of the outline for this, and then using collaborative process within class for students to enhance and develop the original piece of work. I need help from a maths teacher for some of the maths around this.

Example of code to help develop 2D Shape Patterns

Paper based circuits for space and place concept. Getting students to understand the world around them. Carry on the idea of the battle for our birds. Getting students to develop an understanding of electronics, thinking about the ideas of trapping and the electronics now involved. Would love to link in with a partnership with to be able to get students understand the place of technology within this and develop the concepts of design and developing digital outcomes to support new ideas. Link in with the wwf NZ Conservation Innovation Awards possibly.

With this also linking into the ideas of how electronics can be used within different ways. I was introduced to tonight, using voice controls to get students to control.

ends up to be $49 NZD

Still thinking about this one. Though I do want to look at game design, both online and board game based.
Hoping that this could link in with the NZTA Education competition, still waiting to hear back on what this may look like next year.
It is sad to see that this competition will not be happening next year.

CS - Developing an understanding of computer science principles
Focus on HCI, searching and sorting, data representation. Getting students to think about how things work, I have experienced EROAD over the past 4 days driving up and down the country, developing an understanding of speed, centreline databases, and harsh acceleration and sharp cornering, and how it is gamified to make you a better driver.
To get students to have access to this book, and be able to start looking at what is the world around them, and how New Zealand has made a difference. This is the next book on from No. 8 Re-wired.
With this comes the second aspect of Arduino programming that students will be able to investigate how things work through sensors.

Create a character, design and create a 3d character using Blender.
Main focus will be on the tools within blender to support the learning. Being able to design and create yourself as well. This is similar to some work that media design school did a couple of years ago with the development of a super hero character.

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