Computational thinking - Progress outcome 6
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
About this resource
Three snapshots are provided for this progress outcome. In the first, Sharee has been investigating the impact of using different algorithms for searching and sorting data. In the second, Sarah has been investigating the concept of compression coding. In the third, physical education teacher Ms Henare has asked her year 11 students to create a computer game to help students work on a particular sports skill.
Computational thinking: Progress outcome 6
Within authentic contexts and taking account of end-users, students determine and compare the “cost” (computational complexity) of two iterative algorithms for the same problem size. They understand the concept of compression coding for different media types, its typical uses, and how it enables widely used technologies to function.
Students use an iterative process to design, develop, document, and test basic computer programs. They apply design principles and usability heuristics to their own designs and evaluate user interfaces in terms of them.
Through usability heuristics, students draw on interactive design principles that guarantee usability and provide a simple, quick testing regime.
Progress outcomes: Snapshots
The progress outcomes describe the significant learning steps that students take as they develop their expertise in designing and developing digital outcomes.
The purpose of the snapshots is to illustrate the sophistication of a student's conceptual understanding through insights into their thinking. Each snapshot comprises a brief description of the learning task and a few insights into what the student knows and can do as they work on the task.
The "insights" in the snapshots use student voice to surface their thinking and the sophistication of the actions they take as they apply their understanding to the components of the learning task.
The snapshots are not assessment tasks, and they don't fully describe students' responses to the kind of specialist, complex learning tasks that should form a typical digital technologies learning programme in years 11–13.
Ākonga investigated the impact of using different algorithms (linear and binary) for searching and sorting data.
See Materials that come with this resource to download Linear versus binary searches snapshot 1 (.pdf).
If you are using this exemplar to inspire your planning, consider having ākonga investigate the possible practical applications of linear and binary search methods.
Ākonga researched the reasons for compressing data and the difference between lossy and lossless compression. They also looked at the pros and cons of the different methods.
See Materials that come with this resource to download Why compression matters snapshot 2 (.pdf).
If using this exemplar to inspire your planning, have ākonga consider how they might apply this knowledge.
Ākonga used the block coding website Scratch to create a virtual golf game. Testing the game with users and then making adjustments to the code was an important element of this activity.
See Materials that come with this resource to download Designing a virtual golf game snapshot 3 (.pdf).
If you are using this exemplar to inspire your planning, consider ways that this activity could be adapted to use contexts that are relevant to your ākonga.
Mātauranga Māori
An authentic technology curriculum needs to ensure that context and implementation reflect the bicultural partnership of Aotearoa New Zealand. This may include the use of te reo Māori, respectful inclusion of pūrākau, and engagement with contexts that are relevant and authentic to the rohe.
Designing and developing digital outcomes is an important human endeavour aimed at solving problems and improving the lives of human beings. In considering any technological issue, we also need to consider mātauranga Māori. This can include an exploration of the relevant Māori values and principles, for example:
- Manaakitanga: the process of showing respect and care; reciprocity between people, living things, and places
- Auahatanga: innovation and creativity
- Whanaungatanga: a sense of relationship, connection, and belonging
- Kotahitanga: unity, solidarity, and collective action
- Kaitiakitanga: guardianship, stewardship for living things and resources.
If we include an exploration of the relevant Māori values and principles as we begin to research and develop solutions to the problems we are solving, it will allow these to be addressed in an authentic and meaningful way.
The exemplars and snapshots above would be strengthened through the inclusion of mātauranga Māori and the exploration of values and principles underlying the issue as a starting point is one way of doing this authentically.
Heading
Computational thinking - Progress outcome 1
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
1 of 7Computational thinking - Progress outcome 2
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
2 of 7Computational thinking - Progress outcome 3
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
3 of 7Computational thinking - Progress outcome 4
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
4 of 7Computational thinking - Progress outcome 5
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
5 of 7Computational thinking - Progress outcome 7
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
6 of 7Computational thinking - Progress outcome 8
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
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