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Breaking down Digital Technology progress outcomes for CT and DDDO 

We’ve recently posting regular updates about revision to the Technology learning area. We also think wherever you are in this journey, you and your learning community will no doubt want to unpack possibilities for designing programmes of learning, that align with the digital technologies progress outcomes.

In this Technology Online webinar, Getting started with Years 9 and 10 digital technologies programmes Cheryl Pym (Accredited Curriculum and Learning facilitator, Otago University) recommends teachers start with what they’re doing well and see what can be strengthened when designing programmes to meet your student’s needs.

Important to note: the strands are compulsory, but realistically not all AOs and POs will fit or can be taught in a given lesson, topic or theme. The focus becomes more on learning about digital technologies and becoming creators/innovators, rather than just users and consumers.

Here’s a brainstorm on some ways to unpack Progress Outcome 1 (PO1) for both computational thinking and designing and developing digital outcomes. We invite you to add to the shared Google docs and add your own ideas. 

PLEASE NOTE: This is a crowd-sourced resource, more specific support for schools to implement and integrate the achievement objectives and progress outcomes will be rolled out in Kia Takatū ā-Matihiko, the national digital readiness programme toolkits and meet ups.

Progress outcome 1: Computational thinking

Please note: to edit these, go straight to the Google docs themselves.

Progress outcome 1: Designing and developing digital outcomes

1. In regards to differences between digital technologies and e-learning/ICT capabilities, how many of these examples are e-learning in action and how many are creating solutions by learning about digital technologies (digital technologies in action)?

2. As Anne Robertson shares connecting gadgets in the curriculum, she also reflects that, they could be used to enhance a project, so that they are integrated into the learning. That is more of a challenge!  What kinds of concepts and contexts can you see tying these processes together with other areas of the Technology learning area and the wider NZC curriculum?

If you’re wanting more specific support examples and discussions around progress outcomes, moderation around internal/external tasks and assessment, please subscribe to DTTA (Digital Technologies Teachers Aotearoa) network - where specialised teachers are open to sharing ideas and resources with each other.


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e-Learning: Technologies

e-Learning: Technologies

Where we explore how different technologies can support learning.