Designing & developing digital outcomes – 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.
About this resource
Four exemplars are provided for this progress outcome. In the first, students discuss the differences between digital and non-digital devices. In the second, students identify and understand the inputs and outputs of a system. In the third, students practise creating visual texts and performing music. In the fourth exemplar, students design and create a musical instrument out of everyday objects.
Designing and developing digital outcomes: Progress outcome 1
In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve, and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them.
They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later.
Progress outcomes: Exemplars
The progress outcomes describe the significant learning steps that students take as they develop their expertise in designing and developing digital outcomes.
Each exemplar has four parts:
- annotation - highlights how the student draws on their digital technological knowledge and skills in order to respond to the task
- background to the learning task
- the learning task
- the student's response – comprise work samples and/or transcripts of the interactions between the student and the teacher or between the student and their peers.
The exemplars also highlight links to the key competencies and literacy and numeracy.
Ākonga distinguish between digital and non-digital devices.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 1, Progress outcome 1, Vacuum cleaners (.pdf)
Have a selection of digital and non-digital devices on cards for ākonga to sort into digital and non-digital examples. Once they sort the cards, they explain their reasoning. A memory-type game or snap could also be played with the cards.
Ākonga could also find pictures in magazines and sort them into digital and non-digital piles, explaining their reasoning.
This activity guides students to compare older and more recent examples of technology. A valuable addition would be to introduce the idea that technologies can have positive and negative impacts, for example, end-of-life recycling.
You could also easily address relevant Māori principles, for example, how we are exercising our responsibilities of guardianship and stewardship of the land and its resources – kaitiakitanga. While there is a positive side to auahatanga, there can be some unexpected consequences. As technologists and designers of solutions to problems, we need to be aware of this when identifying and developing technological solutions.
Ākonga use the example of turning on a television to learn about an input-process-output system.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 2, Progress outcome 1, Turning on the TV (.pdf)
A variety of digital devices could be used for this activity. Brainstorm digital devices ākonga use, for example, laptops, digital game devices, etc., and have students create flowcharts. This could be an individual, group, or whole-class activity.
Creating an animation for a song enables ākonga to demonstrate that they can select and use appropriate applications to create, manipulate, retrieve, and share digital content to meet a specified brief.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 3, Progress outcome 1, Animating a song (.pdf)
This exemplar could be adapted to any song where there are moving characters. Consider using waiata (songs) that are relevant to your ākonga and/or to Aotearoa New Zealand.
Ākonga should design and make a musical instrument out of everyday objects and a Makey Makey controller circuit, demonstrating an understanding of an input-process-output system.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 4, Progress outcome 1, Bottle-cap music (.pdf)
A variety of web apps are available to use with a Makey Makey device. Ākonga should explore using the Makey Makey before using it in Scratch. This is an excellent activity for exploring inputs and outputs.
This activity has links to science (physical world) – electrical circuits and conductivity.
An authentic technology curriculum needs to ensure that contexts and implementation reflect the bicultural partnership of Aotearoa New Zealand. This may include 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 and 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.
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Designing and developing digital outcomes 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.
1 of 6Designing & developing digital outcomes
Progress outcomes and exemplars for Designing and Developing Digital Outcomes.
2 of 6Designing & developing digital outcomes – 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.
3 of 6Designing & developing digital outcomes – 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.
4 of 6Designing & developing digital outcomes – 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.
5 of 6Designing & developing digital outcomes – 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.
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