Embedded Files
How does this all link to Digital Tech in the NZ Curriculum?
How does this all link to Digital Tech in the NZ Curriculum?
Coding Blocks
Coding Blocks
Some drawers and blocks within them directly reflect concepts in the Digital Tech strand of the Technology Area in the NZ Curriculum:
The Input drawer contains blocks for all the things we consider as INPUTS for the processor, ie, sensor events and data. Recognising the physical inputs and knowing how to access their data is a part of Designing & Developing Digital Outcomes (DDDO, or 3DO for short), Progress Outcome 1 (PO1), where students "can identify the inputs and outputs of a system"
The Music, LED, Radio drawers (plus some blocks in the Basics drawer) are all examples of OUTPUTS, ie, things which come out of the micro:bit. Creating simple programs which use inputs & outputs is also part of Computational Thinking for Digital Technologies (CT), Progress Outcomes 2 & 3 (PO2/3). As mentioned previously, Radio & Bluetooth are both inputs and outputs - they can send and receive data.
Loops are a simple way of saying "iteration", which is the term used in CT PO3 and above. If you look in the Loops drawer you'll see that there are different types of loops and which provide mechanisms for repeating chunks of code in different ways. Loops are a type of control structure.
The Logic drawer is where you'll find all the blocks related to "selection using comparative and logical operators" which is in CT PO4 and above
Alternative algorithms & evaluation
Alternative algorithms & evaluation
CT PO3 asks that students understand there can be "more than one algorithm [solution] for the same problem" and CT PO4 requires "evaluation" of algorithm efficiency. A simple example of this is making a flashing heart with the LEDs - I could write it out like this:
or like this:
The 2nd algorithm (which uses a forever loop) is more efficient because it uses 3 blocks/code instead of 5, and has the added benefit or flashing continously. Loops and Functions are a great way of cutting down on repetition and making code more efficient and readable.
Sharing & storing data
Sharing & storing data
As mentioned previously, there are a number of ways for students to store, retrieve, and share code, which is part of DDDO PO1+:
Download the .hex files to local computer and share via USB stick, email, or online folder or platform (e.g. Google Driver, or Schoology). These can then be imported into MakeCode for testing and/or assessment.
Store code as text - click the Javascript button, then copy & paste all the text into a text file or online document. This has the added benefit of showing students the code which their blocks will get converted to before being turned into HEX code, and may entice some to start tinkering with the Javascript instead of the blocks.
Share/publish/embed online - MakeCode has a Share button which allows students to publish their code and share it via a link, or embed it in a website or online platform.
Authentic contexts & process
Authentic contexts & process
The other elements of the progress outcomes are more about the development process, the approach, and the thinking behind solving problems - this is beyond the scope of this course, but is an important part of Digital Tech.
Play vs Authentic Context
Play vs Authentic Context
Authentic contexts and users are important
Authentic contexts and users are important
All progress outcomes start with the phrase "In authentic contexts" and most add "and taking account of end-users". This is the end goal - we absolutely want students to be able to apply their knowledge in real-world context which is meaningful to them and has an authentic purpose which involves real people.
Play is also important
Play is also important
That said, in order for students to understand and get used to a platform or application, sometimes they need free range to play around with what's possible - create fun or funny projects which allow them to explore the possibilities without a set challenge or context.
This applies more to the Computational Thinking side - for the DDDO, authentic end-users and contexts are a natural part of the process.
Inspirational micro:bit projects
Inspirational micro:bit projects
Here's a few links to some incredible projects:
https://www.bbc.com/news/technology-35824446
Search YouTube and the web to get ideas of how people have harnessed the power of the micro:bit to do incredible things
Do your :bit - SDG Challenge
Do your :bit - SDG Challenge
Do Your :bit is a new global micro:bit challenge for children and teens, designed to encourage students to test their imagination and combine creativity and technology to come up with solutions for the Global Goals (ie. the United Nations Sustainable Development Goals).
If you are searching for an authentic context for your students with a global focus, this could be worth investigating.
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