Designing & 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.
About this resource
Four exemplars are provided for this progress outcome. In the first, students plan and write a script and then film, edit, and export a short film using given criteria and tools. In the second, students create and use QR codes in a scavenger hunt. In the third, students develop and trial their robot for a search and rescue competition. In the fourth exemplar, students describe and explain the real-world applications of robotic systems throughout history and argue for their positive impact on society.
Designing and developing digital outcomes: Progress outcome 2
In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact humans and society, and that both the devices and their impact change over time.
Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system. They can select from an increasing range of applications and file types to develop outcomes for particular purposes.
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 plan and write a script, then film, edit, and export a short film. The aim of the film is to show the role of components in an input-process-output system and how people can interact with them.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 5, Progress outcome 2, Video of a system (.pdf)
In this exemplar, a lot of essential preparation work has been completed before ākonga create their video. Ākonga could come up with their own suggestions for relevant types of input-output systems they portray in the video.
Ākonga create a QR code scavenger hunt, demonstrating:
- use of a particular application (Qrafter) to create, store, and test content within a digital system in order to meet a specific purpose
- understanding of the particular roles of components in an input-process-output system and how they work together
- understanding that the same thing can act as an input or an output in different situations
- awareness of intellectual property when retrieving and using online content.
See Materials that come with this resource to download Designing and developing digital outcomes: Exemplar 6, Progress outcome 2, Scavenger hunt (.pdf).
In addition to directions in their QR codes, ākonga could add clues and riddles as text. As well as the Qrafter app, sites, including the QR Code Generator site, can be used to generate QR codes. The phone app on most phones and tablets can be used to read QR codes. Students could write clues in te reo Māori and/or English.
This activity has links to mathematics – position and movement.
Ākonga develop, build, and test a Superhero Robot (using LEGO Ⓡ MINDSTORMS Ⓡ) for a search and rescue competition. This exemplar also shows an example of how ākonga recorded the development process. Recording and reflecting on the process are important skills.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 7, Progress outcome 2, Superhero robot (.pdf)
Ākonga would need to have experience programming robots in a variety of contexts before undertaking this task. Simpler versions of the task could be completed first. Consider ways to adapt the task to be relevant to your ākonga and your local curriculum.
Ākonga are organised into teams for a debate, with each team arguing either for or against the statement “Robotics will be the downfall of mankind”.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 8, Progress outcome 2, Digital debate (.pdf)
This debate relates to the “understand that digital devices impact humans and society and that both the devices and their impact change over time” aspect of the DDDO progress outcome 2. Choose topics that are relevant to your ākonga and your local curriculum.
Some other examples could be:
- Mobile phones are ruining social skills.
- Playing games was better in our great grandparents’ time.
- Digital technology has been bad for society.
- Life was better before mobile phones, etc.
This activity has links to english – speaking.
An authentic technology curriculum needs to ensure that contexts 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.
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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 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.
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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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