Classroom

This is the first year that Digital Technologies has been a mandatory part of the Australian curriculum through to Year 8. Whilst the subject area contains a number of different topics, the one that generally comes to mind (helped in no small part by our politicians and media 🙄 banging on about ‘coding’ this, and ‘coding’ that) is programming and algorithmic thinking. Since our education sector has a fairly comprehensive set of licenses to all things Microsoft, we have Minecraft: Education Edition licenses for all of our students and staff. While I am not that big of a fan of Minecraft’s system of switches and redstone wiring (I prefer my programming higher level and less clunky), I do quite like plugging in external programming through Code Connection, as I’ve written about before in toying with core sampling. ...

Background I’ve been using Minecraft Education Edition with Code Connection in my Year 7 classes this term to teach programming principles, which has been a blast* (i.e. I spend a lot of time trying to encourage students to write programs rather than run around building stuff themselves). The Agent Code Connection comes with a ton of interesting tutorials to get started with, but I’ve been writing a few things for myself to try out different features, two of which are the Agent and the Builder. The Agent is a code-controlled character that can build from its inventory, attack and destroy surrounding blocks, and do basic sensing of its environment. The builder is an invisible constructor which is used for raising structures fairly quickly; it doesn’t have an inventory and can’t interact with its environment beyond placing blocks. ...

Security of Wireless Networks My previous lesson looking at wireless networks used Microbits and their Bluetooth networking to illustrate some of the problems with local wireless networks (as opposed to general internet connectivity, which we mostly did by doing speed tests and complaining about the school’s net connection :). At the end I wrote a bit about what I wanted to do with the next lesson, which was look at some basic crypto to handle the eavesdropping problem we had when someone else listened to the same channel we were communicating on. ...

Overview Part of the new Digital Technologies curriculum for year 7 and 8 involves students learning about wired and wireless networks, and methods of data transmission and security. There are activities from the Digital Technologies Learning Hub that deal with routing and issues with performance (that are pretty good unplugged activities). I use these or variations on these when I teach those concepts, but I wanted to put together something that actually involved technology in the classroom, and dealt with ideas a bit lower down the network stack. ...

A couple of weeks back I saw a link on Twitter to a post on Laura Bain’s blog about data transmission with year 4 and 5s. Go read the post, since it’s nice and short, but it’s basically kids sending binary data representing black or white pixels to each other using a OneNote Class Notebook. I was starting some of my students off on an activity that used a similar idea to (try to :) teach my kids about image data, and look at why algorithms are important while I was at it. ...

Preface: Since there’s so much seemingly conflicting information out there, I’ve quite possibly gotten it wrong. If so, please let me know so I can correct this! End Use License Agreements are confusing. Most people don’t read them, even when they occasionally embed easter eggs, (according to this site, most designers don’t regularly read them when it comes to the typefaces they use), and when they do probably don’t understand them (or else why would sites like ToS;DR exist?). ...

The Australian Curriculum has been going through the “everything is changing” part of the ten-yearly cycle recently. As a teacher of technologies[1] it’s been both exciting (and gut-wrenching) to see how the draft curriculum has evolved to the point where it is required for implementation in 2018. I won’t go into the design of the digital technologies curriculum itself (you can see the details at the ACARA site) but did want to look at some of the ways people have been talking about implementing the mandatory section (up to and including year 8). ...

I teach a lot of different students this year - the entire year 9 cohort, most of the year 7s and 8s (spread over the year), and a few classes of year 10s. Seeing all of them regularly gives me a pretty good look at how they use technology (with the exception of mobile since, like many schools, students are prohibited from using their phones during the day), which makes for some interesting conversations. ...

I started writing the draft for this post back in December after attending a conference called Switching Tracks, which seemed to focus a lot on gamification and flipped learning approaches to education. As is usual at conferences these days part of the keynote introduction was what Twitter hashtag to use for the back channel conversation. I’m not sure what this sort of conversation is like at other events, since I mostly attend education-themed stuff, but it usually runs something like this: ...

“This thing all things devours: Birds, beasts, trees, flowers; Gnaws iron, bites steel; Grinds hard stones to meal; Slays king, ruins town, And beats high mountain down.” “The Hobbit”, J. R. R. Tolkien This is going to be one of the rare times I write about education, but also technology. As a teacher, it can be quite difficult to get out of the rut of doing the same old thing. Pressures from trying to cover everything in the curriculum, making lessons accessible to a variety of types of learners, looking for new ideas from behind a bunch of marking, the need to keep parity with other classes so that assessments are relatively manageable to organize and consistent; basically planning for new things can be a struggle. ...