Designing & 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.
About this resource
Three exemplars are provided for this progress outcome. In the first, students reflect on how they used their knowledge of operating systems, file management, and file types in their recently completed game project. In the second, students work collaboratively to present their research into "Our changing digital society". In the third exemplar, students design and develop a board game using a range of digital media tools and techniques.
Designing and developing digital outcomes: Progress outcome 3
In authentic contexts, students follow a defined process to design, develop, store, test, and evaluate digital content to address given contexts or issues, taking into account immediate social, ethical, and end-user considerations. They identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital content.
Students understand the role of operating systems in managing digital devices, security, and application software and are able to apply file management conventions using a range of storage devices. They understand that with storing data comes the responsibility for ensuring security and privacy.
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 itself.
- Students' responses 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 of literacy and numeracy.
Ākonga reflect on how they used their knowledge of operating systems, file management, and file types in a recently-completed game project.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 9, Progress outcome 3, Reflecting on a game design (.pdf)
The objectives of this activity could be achieved using a number of formats, including an oral discussion.
In pairs, ākonga investigate "Our changing digital society". As part of the project, ākonga:
- design, develop, store, and evaluate digital content that meets its purpose
- use selected software to develop and combine digital content
- gather, analyse, and present data in a meaningful way
- understand the relationship between operating systems and digital devices and the influence and impact they have on humans and society.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 10, Progress outcome 3, Our changing digital society (.pdf)
There are a number of skills that would be needed before ākonga attempt something like this, including research skills, planning and designing a survey, using forms and spreadsheets, and familiarity with a number of applications to enable them to choose the most suitable format for their presentation.
Ākonga create a business name based on their own areas of interest and design and develop a logo and business card for the business. They record their development process in a digital format.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 11, Progress outcome 3, Designing a logo and business card (.pdf)
Ākonga would need to be familiar with the differences between vector and bitmap images and their relative merits.
Vectr is a free site for creating vector graphics. Canva is one site that can be used for creating business cards.
This learning has links to design and visual communication, as well as to English (writing and presenting).
Ākonga use a range of digital-media tools and techniques to design and develop a board game that will be entered into the New Zealand Transport Agency’s game design competition.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Exemplar 12, Progress outcome 3, Designing a road safety game (.pdf)
Adobe Illustrator was used for this project. This requires a paid subscription. Vectr and Canva are free sites that could be used. Coding sites like Scratch could also be used to create a digital game. Ākonga had an authentic context for their game: a competition. Consider authentic contexts that would apply to your ākonga and your local curriculum.
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 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.
Heading
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 Unpacking curriculum
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.
3 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.
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.
6 of 6
