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Lots of videos and resources

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Great short overview of LP for students.

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James Nottingham: The Learning Challenge

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James Nottingham: The Learning Challenge

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Interesting webinar by James himself.

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James Nottingham: The Learning Challenge How to Make the Most of the Learning Pit Webinar

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Good overview. Especially useful look at Levels of Inquiry - structured, guided and open at 4.05 mins

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Digital Technologies and the national curriculum – what’s it all about?

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Learning about and with digital technologies will contribute to developing an informed digital society.

The Technology learning area has been revised to strengthen the positioning of digital technologies in The New Zealand Curriculum and Te Marautanga o Aotearoa. This is for all students from year 1-13. Students have the opportunity to specialise from year 11-13.

The goal of this change is to ensure that all learners have the opportunity to become digitally capable individuals.

The change provides a greater focus on students building their skills so they can be innovative creators of digital solutions, moving beyond solely being users and consumers of digital technologies.

"The digital curriculum is about teaching children how to design their own digital solutions and become creators of, not just users of, digital technologies, to prepare them for the modern workforce."

Chris Hipkins, 2018

In this video from the Education Gazette, students, teachers, leaders, and employers explore why it is so important for students to be given the opportunity to become creators of digital technologies in our society.

The new contenthas been designed to be flexible, so it can respond to new developments and technologies as they emerge.

Nikki Kaye, June 2017

Support for schools

Support for teachers

Support from Enabling e-Learning

Understanding computational thinking

Computational thinking is about looking at a problem in a way that a computer can help us to solve it.

It is not thinking about computers or like computers.

CAS Barefoot

Computational thinking for digital technologies - technological area

Computational thinking enables students to express problems and formulate solutions in ways that means a computer (an information processing agent) can be used to solve them.

In this area, students develop algorithmic thinking skills and an understanding of the computer science principles that underpin all digital technologies. They become aware of what is and isn't possible with computing, allowing them to make judgments and informed decisions as citizens of the digital world.

Students learn core programming concepts and how to take advantage of the capabilities of computers, so that they can become creators of digital technologies, not just users. They develop an understanding of:

how computer data is stored

how all the information within a computer system is presented using digits

the impact that different data representations have on the nature and use of this information.

NZC Online | Technology

The thinking undertaken before starting work on a computer is computational thinking.

Computational thinking is a two-step process:

1. Identify the steps needed to solve a problem.

2. Use your technical skills to get the computer "working" on the problem.

For example, if you're going to make a video animation, you need to:

1. start by planning the storyboard

2. then, use computer hardware and software to help you get the work done.

Computational thinking is a problem solving process that includes a number of characteristics and dispositions.

It is essential to the development of computer applications.

It can be used to support problem solving across the curriculum.

Operational definition of computational thinking for K-12 education

Computational thinking is a problem-solving process that includes (but is not limited to) the following characteristics:

formulating problems in a way that enables us to use a computer and other tools to help solve them

logically organising and analysing data

representing data through abstractions such as models and simulations

automating solutions through algorithmic thinking (a series of ordered steps)

identifying, analysing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources

generalising and transferring this problem-solving process to a wide variety of problems.

These skills are supported and enhanced by a number of dispositions or attitudes that are essential dimensions of CT. These dispositions or attitudes include:

confidence in dealing with complexity

persistence in working with difficult problems

tolerance for ambiguity

the ability to deal with open-ended problems

the ability to communicate and work with others to achieve a common goal or solution.

Understanding designing and developing digital outcomes

Designing and developing digital outcomes - technological area

In this area, students understand that digital applications and systems are created for humans by humans. They develop increasingly sophisticated understandings and skills for designing and producing quality, fit-for-purpose, digital outcomes. They develop their understanding of the technologies people need in order to locate, analyse, evaluate and present digital information efficiently, effectively and ethically.

Students become more expert in manipulating and combining data, using information management tools to create an outcome. They become aware of the unique intellectual property issues that arise in digital systems, particularly with approaches to copyright and patents. They also develop understandings of how to build, install, and maintain computers, networks and systems so that they are secure and efficient.

Students develop knowledge and skills in using different technologies to create digital content for the web, interactive digital platforms and print. They construct digital media outcomes that integrate media types and incorporate original content. They also learn how electronic components and techniques are used to design digital devices and integrated to assemble and test an electronic environment.

NZC Online | Technology

The progress outcomes

The progress outcomes describe the significant learning steps that students take as they develop their expertise in designing and developing digital outcomes.

Progress outcomes 1-3, when aligned between levels 1-5 of the New Zealand Curriculum reflect the different learning and time required for each outcome.

Progress outcomes 4-6 set out the learning expected for students engaging in more intensive and specialised digital technologies programmes for NCEA 1, 2, and 3. They are directly aligned with levels 6-8 of the curriculum.

In this video, Joanne Roberts and Melissa Jones share examples of conversation prompts to use with students. See also the following Kia Takatū ā-Matihiko resources:

Digital Technologies as part of the Technology learning area in the New Zealand Curriculum

The Technology learning area has the three strands: technological practice, technological knowledge, and nature of technology. Below this are five technological areas:

1. Designing and developing materials outcomes

2. Designing and developing processed outcomes

3. Design and visual communication

4. Computational thinking for digital technologies

5. Designing and developing digital outcomes

The three strands provide the organising structure for the five technological areas:

achievement objectives - Designing and developing materials outcomes, Designing and developing processed outcomes, Design and visual communication

progress outcomes - Computational thinking for digital technologies, Designing and developing digital outcomes.

Digital Technologies - Achievement objectives, indicators, and teacher guidance for Levels 6-8 from Technology Online.

Getting started

Getting started with years 9 and 10 digital technologies programmes
A webinar with Julie McMahon (HOD technology St Hilda's Collegiate School) and Cheryl Pym (Accredited Curriculum and Learning facilitator, Otago University) discussing designing programmes of learning to align with the digital technologies progress outcomes and learning progressions. Accompanying resources are provided.

Getting started with the learning progressions for digital technologies in primary
In this webinar recording, Phillipa Dick (Hatch Education), Rebecca Allnutt (Maori Hill School), and Ryan Inglis (Kaikorai Primary School) share their enthusiasm for digital technologies - and discuss the progress they are making together on their digital technologies programmes.

Cross-curricular opportunities for integrating digital technologies

"Learning in digital technologies links to learning across all learning areas and wāhanga ako."

Education Gazette, 2016

The technological areas provide contexts for learning. At primary school, teachers will generally take a cross-curricular approach, with students learning in the technological areas as part of a topic or theme that encompasses several curriculum learning areas. This approach can also be applied in years 9 and 10, before students begin to specialise in particular technological areas.

This video demonstrates an approach to integrating digital technologies across the curriculum. This is a demonstration of an activity from the Computer Science Unplugged collection of games and activities. It demonstrates Computer Science without using computers. For more information, see the activity called "Treasure Hunt - Finite-State Automata" at http://csunplugged.org .

In this video, Julie McMahon from St. Hilda's Collegiate School explains how year nine and ten students have made cross-curricular connections.

Computational thinking for school students and teachers - what's the big idea? - A talk given by Tim Bell (University of Canterbury) as part of an international on-line conference in 2016. It includes demonstrations with students.

Computer science unplugged - A collection of free teaching material that teaches Computer Science through engaging games and puzzles that use cards, string, crayons, and lots of running around. The resources available to teachers include unit plans, lesson plans, teaching videos, curriculum integration activities, and programming exercises to plug in the Computer Science concepts they have just learnt unplugged.

Digital Technologies and e-learning

The Digital Technologies technological areas involve students learning how to create digital solutions through the use of information systems and specific ways of thinking about problem solving. Through the application of the logical reasoning (computational thinking) students learn how to tackle problems by breaking them down into appropriate chunks and then creating a set of steps and decisions (algorithmics) that can be carried out using a digital device to create a solution. Its emphasis is more on developing students' ability to think computationally, rather than on the use of a range of digital devices to produce information.

e-Learning primarily involves students using digital technologies to effectively communicate, collaborate, and create resources. The development and application of these capabilities involves the use of digital technologies or ICTs. This contrasts starkly with the Digital Technologies curriculum where much learning occurs unplugged, however, students will still apply their ICT capabilities to help their learning in Digital Technologies.

Understanding the relationship between digital fluency and digital technologies

Digital fluency is about using a digital system effectively. It means understanding how to use digital technologies, deciding when to use specific digital technologies to achieve a desired outcome, and being able to explain why the technologies selected will provide their desired outcome.

Digital technologies involves computational thinking - learning to be a creator in the digital world, not just learning to use systems. Digital Technologies is not about learning with technology (e-learning), it's learning about technology.

Both are important, but if we teach students only to use digital devices, they will be consumers limited to making do with whatever the makers of digital technologies produce, and as a country we will be buying in technology rather than creating it and selling it to others.
Tim Bell (University of Canterbury)

Digital fluency - Information and school stories to support teachers plan for building digital fluency.

Understanding the structure of digital technologies

For students to have the basis for understanding future digital systems, they need to develop:

an understanding of what a digital system is

recognise the opportunities and limitations provided by a digital system.

The first digital computers developed in the 1940s, and the latest smartwatches, are all based on this structure.

Digital devices run applications (also referred to as programs, software, or apps).

Applications work with data, which might be as simple as the number of steps taken on a fitness tracker, or as complex as every transaction in a large organisation.

An algorithm is a process that acts on the data. For example, a fitness tracker stores data about number of steps taken, and one algorithm used is to add one to the number of steps whenever a step is detected; another algorithm might make decisions about how you are reaching your fitness goal.

A program is the implementation of an algorithm to process data; there are many ways to program (code) an algorithm, but a computer needs a program to be able to carry out the intention of the algorithm.

The main part of the system is the human, who gets information in and out of the system using an interface (which might involve buttons, images, sound, vibration, and more).

Devices and infrastructure - devices are connected to each other through networks (which could be as simple as a USB connection, or as complex as the internet).

Tim Bell (University of Canterbury)

Enabling e-Learning supports

App development

Design thinking

Game development

Project based learning

Makerspaces

NZ Curriculum information

NZ Curriculum online | Technology

The technology learning area structure, achievement objectives, and progress outcomes.

Digital technologies curriculum support

Technology online provides information, exemplars, and snapshots of learning.

Digital technologies questions and answers

Technology Online answers the most common questions educators have been asking about digital technologies within the revised technology learning area.

Technology Online glossary of terms associated with the technology learning area.

Strengthening digital technologies | hangarau matihiko

A range of resources, case studies, and innovative ideas are now being developed for you to access and use.

Digital Technologies

Achievement objectives, indicators, and teacher guidance for Levels 6-8 on Technology Online.

Teaching resources

2018 Connected Series All have a focus on computational thinking for digital technologies and designing and developing digital outcomes.

PLD to Integrate Computational Thinking into the Year 1-10 curriculum

This resource aims to equip you with the knowledge, practical skills, and tools to start your continuing learning journey in Computational Thinking. It also offers a range of extension opportunities for diverse learners.

Digital technologies - NZ Curriculum

This site contains resources to support the proposed Digital Technologies strand in the Technology Curriculum. This site has been developed by the Digital Fluencies team of the Institute of Professional Learning at the University of Waikato and Independent Facilitators to provide supporting resources for schools.

Computer Science Field Guide

The Computer Science Field Guide (CSFG) is an online resource for teaching Computer Science to students. It is aimed directly at students. The project is open source and available on GitHub . If you are a teacher (or involved in education), you can join the CSFG teachers group to receive updates and access the teacher's version of the guide.

Computing at school

An English website, which supports primary educators with the confidence, knowledge, skills, and resources to teach computer science. It includes free lesson plans and activities, designed to help teachers gain confidence in bringing computer science to life in the classroom. Teachers from any country can register and access the resources.

CS Unplugged - Computer science without a computer

A collection of free learning activities that teach Computer Science through games and puzzles that use cards, string, crayons, and lots of running around. Suitable for all ages. The material is available free of charge, and is shared under a Creative Commons BY-NC-SA licence .

Computational thinking for all

ISTE's website provides and explanation of computational thinking and links to their Computational Thinking Toolkit.

Readings and information

Education Gazette Digital Technologies & Hangarau Matihiko Series (2020)
A series of five articles with accompanying video clips:

New curriculum content to equip students for future - provides the background to the new content and why is it important.

Growing digital citizens of the future - West Rolleston Primary School has incorporated a digital thread throughout its curriculum and is taking teachers, the Board of Trustees, parents, and the wider community along on the journey.

Curriculum of awe and wonder - Newlands Intermediate students are using its digital design and technology lab to develop and play games, collaborate on a photo editing project, and teach themselves how to create a 3D model for printing.

Joining the dots - Innovative learning for a connected world: Rolleston College is building relationships to help learners develop innovative mindsets and find their places in a connected world.

Now is the future - different ways schools and kura are working with communities, industry, and each other.

NZCER: Computational thinking in primary mathematics

Adding Digital Technologies curriculum content into primary classrooms may feel, to many primary teachers, like a new burden and more work-but many aspects of computational thinking can be explored in the context of our existing mathematics programmes. This article highlights the connection between computational thinking and mathematics, and presents examples of classroom activities that teach computational thinking and mathematics in ways that are meaningful and discourse-rich.

On your marks...Get set...Go! A tale of six schools and the digital technologies curriculum content

ERO conducted case studies of six schools' implementation of the digital technologies curriculum content in Term 1, 2019. Schools that had successfully integrated the curriculum had leaders who promoted a growth mindset for teachers and looked to integrate digital technologies into existing curriculum. Timely professional development for teachers and positive community connections also enhanced schools' ability to integrate the digital technologies curriculum.

NZTech advance education technology summit: Leading for 21st century learning

This NZTech briefing paper (published August 2016) provides insights from the NZTech Advance Education Technology Summit, including key observations from the Leaders Forum discussions about achieving digital fluency.

Computational thinking for school students and teachers - what's the big idea?

A talk given by Tim Bell (University of Canterbury) as part of an international on-line conference in 2016. It includes demonstrations with students.

Teacher support and discussions

Kia Takatū ā Matihiko | Digital Readiness Programme

A free online programme for NZ teachers and principals introducing the new digital technologies and hangarau matihiko curriculum content and teaching strategies.

Raranga Matihiko | Weaving Digital Futures

As part of the Ministry of Education Digital Technologies for All Equity fund, the Raranga Matihiko programme delivers innovative digital technologies to those with limited digital learning opportunities, while increasing access to national and local exhibitions and collections. This programme is provided at no cost to the school. The costs covered include Teacher Release Day (TRD) for one planning day, transport while visiting the museum, facilitation, and technology use.

Digital Technologies: Ideas, implementation, inspiration for the new curriculum

A group in the Virtual Learning Network (VLN) to explore the new Digital Technologies strand in the Technologies curriculum as it unfolds. Join the group to share your thoughts, ideas, experiences, and resources.

Christchurch computer science for high schools event

Website for the annual free professional development week for high school teachers, held at the University of Canterbury in 2016. The event is a collection of workshops focused on preparing New Zealand educators for teaching the computer science and programming achievement standards for NCEA.

Christchurch computer science for primary schools workshops, at the University of Canterbury

Workshops are focused on preparing primary school teachers to integrate Computer Science into their classroom programmes.

Computational thinking for educators

A free online course for teachers to support understanding of computational thinking. It provides practical examples of how to integrate computational thinking into your classroom programme.

DTHM for kaiako

A website for New Zealand Digital Technology and Hangarau Matihiko educators.

Ministry of Education information

Digital Technologies and Hangarau Matihiko learning

Information about the curriculum and supports provided to schools and kura to assist with implementation.

Strengthening Digital Technologies Hangarau Matihiko in the curriculum

Information about the consultation process to develop the curriculum.

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Digital technologies and the technology learning area

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Learning about and with digital technologies will contribute to developing an informed digital society. The Technology learning area has been revised to strengthen the positioning of digital technologies in The New Zealand Curriculum and Te Marautanga o Aotearoa. This is for all students from year 1-13.

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Computational thinking: Progress outcomes, exemplars, and snapshots

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The progress outcomes describe the significant learning steps students take as they develop their expertise in computational thinking for digital technologies.

The diagram above shows the alignment between levels 1-5 of the New Zealand Curriculum and the progress outcomes for computational thinking. The uneven spacing of the progress outcomes reflects the different learning and time required for each outcome and is based on data collected during the development of the digital learning progressions.

Progress outcomes 6-8 set out the learning expected for students engaging in more intensive and specialised digital technologies programmes for NCEA 1, 2 and 3. For this reason, they are directly aligned with levels 6-8 of the curriculum.
Digital technologies: Glossary of terms (PDF, 111 KB)
Exemplars: Progress outcomes 1-5

The progress outcomes for years 1-10 are illustrated by exemplars that show the breadth of students' expertise at that point on the learning progression.

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.

Snapshots: Progress outcomes 6-8

A snapshot of the students' expertise at each point in the learning progression is used to illustrate the progress outcomes from years 11 to 13.

Snapshots provide insight into a student's thinking and illustrate their conceptual understanding. 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.

As students apply their understanding to components of the learning task, the "insights" in the snapshots display their thinking and demonstrate the level of sophistication of their actions.

The snapshots are neither assessment tasks and nor a full description of students' responses to the kind of specialist, complex learning tasks that should form a typical digital technologies learning programme in years 11-13.

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CTDT: Progress outcomes, exemplars, and snapshots / Technology in the NZC / Welcome to Technology Online - Technology Online

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The progress outcomes describe the significant learning steps students take as they develop their expertise in computational thinking for digital technologies. The diagram above shows the alignment between levels 1-5 of the New Zealand Curriculum and the progress outcomes for computational thinking.

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Brand new online programme guiding you through all aspects of the new digital curriculum in a fun, fast and easy way!
Check with your Principal and office staff if they’ve received a coupon code for your school that makes it free to join.

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In response to this, The Mind Lab by Unitec created Digital Passport to arm teachers with the required information ahead of time. The course covers computational thinking and designing and developing digital outcomes as well as 12 additional complementary modules and downloadable classroom resources.

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This is a one stop shop for computer science activities that do not require a computer

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CS Unplugged is a collection of free teaching material that teaches Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

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MoTEC use this with Y7/8 students. Great introduction to the language and basics of coding.

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The Hour of Code started as a one-hour introduction to computer science, designed to demystify "code", to show that anybody can learn the basics, and to broaden participation in the field of computer science. It has since become a worldwide effort to celebrate computer science, starting with 1-hour coding activities but expanding to all sorts of community efforts. Check out the tutorials and activities. This grassroots campaign is supported by over 400 partners and 200,000 educators worldwide.

The Hour of Code takes place each year during Computer Science Education Week. The 2021 Computer Science Education Week will be December 6-12, but you can host an Hour of Code all year-round. Computer Science Education Week is held annually in recognition of the birthday of computing pioneer Admiral Grace Murray Hopper (December 9, 1906).

Every student should have the opportunity to learn computer science. It helps nurture problem-solving skills, logic and creativity. By starting early, students will have a foundation for success in any 21st-century career path. See more stats here.

Start planning here by reviewing our how-to guide. You can organize an Hour of Code event at your school or in your community - like in an extracurricular club, non-profit or at work. Or, just try it yourself when Dec. 6 arrives.

The Hour of Code is driven by the Hour of Code and Computer Science Education Week Advisory and Review Committees as well as an unprecedented coalition of partners that have come together to support the Hour of Code - including Microsoft, Apple, Amazon, Boys and Girls Clubs of America and the College Board.

Of course. Hour of Code activities are self-guided. All you have to do is try our current tutorials, pick the tutorial you want, and pick an hour - we take care of the rest. We also have options for every age and experience-level, from kindergarten and up. Start planning your event by reading our how to guide.

Code.org tutorials work on all devices and browsers. You can see more information about Code.org's tutorial tech needs here. Tech needs for non-Code.org tutorials can be found on code.org/learn in the tutorial specific description. Don't forget we also offer unplugged activities if your school can't accommodate the tutorials!

No. We have Hour of Code tutorials that work on PCs, smartphones, tablets, and some that require no computer at all! You can join wherever you are, with whatever you have.
Here are a few options:

Work in pairs. Research shows students learn best with pair programming, sharing a computer and working together. Encourage your students to double up.

Use a projected screen. If you have a projector and screen for a Web-connected computer, your entire group can do an Hour of Code together. Watch video portions together and take turns solving puzzles or answering questions.

Go unplugged. We offer tutorials that require no computer at all.

Anyone can organize an Hour of Code event, anywhere in the world. Last year, students worldwide joined together for the Hour of Code. Find out more here.

If you're interested in becoming a tutorial partner, see our guidelines and instructions. We'd like to host a variety of engaging options, but the primary goal is to optimize the experience for students and teachers who are new to computer science.

No. Absolutely no signup or login is required for students to try the Hour of Code. Most of the follow-on courses require account creation to save student progress. Also, signing up for the Hour of Code does NOT automatically create a Code Studio account. If you do want to create accounts for your students, please follow these instructions.

Our Star Wars and Minecraft tutorials are great for high schoolers, especially the Star Wars JavaScript version and the free play level on both tutorials. Alternately, we recommend trying one of the beginner tutorials on code.org/learn to start, such as the tutorial with Angry Birds or with Anna and Elsa. A high school student should be able to finish one of these in 30 minutes and can then try a more advanced tutorial in JavaScript, such as Khan Academy or CodeHS.

The Hour of Code tracker isn't an exact measurement of usage. We do not count unique student IDs perfectly when tracking participation in the Hour of Code, especially because we don't require students to log in or register. As a result, we both over-count and under-count participants at the same time. Read all the details here.

We're so sorry you aren't seeing your event on the Hour of Code map. Because of the tens of thousands of organizers who sign up, the map aggregates the data and displays one point for several events. If you click the events page link below the map you will be directed to a list of all events by state and can find your event listed there. Additionally, given the thousands of people signing up for the Hour of Code, the map and event list usually takes 48 hours to update. Check back in a few days!

The goal of the Hour of Code is not to teach anybody to become an expert computer scientist in one hour. One hour is only enough to learn that computer science is fun and creative, that it is accessible at all ages, for all students, regardless of background. The measure of success of this campaign is not in how much CS students learn - the success is reflected in broad participation across gender, racial/ethnic, and socioeconomic groups, and the resulting increase in enrollment and participation we see in CS courses at all grade levels. Millions of the participating teachers and students have decided to go beyond one hour - to learn for a whole day or a whole week or longer, and many students have decided to enroll in a whole course (or even a college major) as a result.

Besides the students, another "learner" is the educator who gains the confidence after one hour that they can teach computer science even though they may not have a college degree as a computer scientist. Tens of thousands of teachers decide to pursue computer science further, either attending PD or offering follow-on online courses, or both. And this applies to school administrators too, who realize that computer science is something their students want and their teachers are capable of.

Above all, what all participants can learn in an hour is that we can do this.

Anyone can host an Hour of Code at any time. The tutorials stay up year-round. You can expect all our tutorials and curriculum to be available on our site in perpetuity. Please go to our resources for event how-to guides and other resources to help make your Hour of Code event a success.

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The Hour of Code started as a one-hour introduction to computer science, designed to demystify "code", to show that anybody can learn the basics, and to broaden participation in the field of computer science. It has since become a worldwide effort to celebrate computer science, starting with 1-hour coding activities but expanding to all sorts of community efforts.

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Introducing the learning progressions for digital technologies

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In this webinar Catherine Johnson (Lead facilitator) discusses the new learning progressions for digital technologies:

This webinar recording has been edited into three sections for easy viewing.
Download the slides: Introducing the learning progressions for digital technologies (PDF, 2 MB)
Part one: What are the learning progressions for digital technologies?

Duration: 13:21

Part two: Where do the digital progressions fit in the NZC?

Duration: 09:08

Part three: What are the supports?

Duration: 35:16

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Introducing the learning progressions for digital technologies / Technology Online webinar recordings / Teacher education / Welcome to Technology Online - Technology Online

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In this webinar Catherine Johnson (Lead facilitator) discusses the new learning progressions for digital technologies: This webinar recording has been edited into three sections for easy viewing. Download the slides: Introducing the learning progressions for digital technologies (PDF, 2 MB) Duration: 13:21 Duration: 09:08 Duration: 35:16

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Digital technologies professional supports

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Overview of the professional supports that are available from 2018

Digital fluency (available since 2016)

This national priority Professional Learning and Development may be the best place to start for some.

Digital fluency support is designed to ensure teachers and kaiako can confidently use digital technologies, programmes, and devices to support their curriculum teaching and learning programmes.

It is important for teachers and kaiako to build their confidence and use of digital technologies as we move into a world that is increasingly digital for many students. The foundations built here will also help teachers as they engage with the new digital technologies and hangarau matihiko curriculum content more extensively in the Digital Readiness for All support explained below.

Nationwide Digital Readiness Programme (Digital technologies and Hangarau matihiko)

This support will be available to provide a focused look at the new content.

This programme will introduce teachers and principals to the new digital technologies and hangarau matihiko curriculum content and teaching strategies. It is designed to ensure that all teachers and kaiako have the opportunity to get an introduction to, and information about, the new curriculum content. The programme will be provided online and through face-to-face person support. It will commence during term 1, 2018 and be available for three years.

Tailored digital technologies and hangarau matihiko professional learning and development for Kāhui Ako | Communities of Learning

As Kāhui Ako | Communities of Learning, schools and kura consider how to integrate the curriculum materials into their teaching and learning programmes, they will be able to apply for centrally funded support.

Schools, kura and Kāhui Ako will be able to select a suitable accredited facilitator who will work with them to build and professional learning and development plan which is responsive to their needs, priorities, and approach to delivering the new curriculum content, in a manner tailored to their individual needs and . It will commence during term 1, 2018.

Other curriculum supports

More curriculum supports will be provided over time to support the implementation phase. Other curriculum supports such as exemplars and lesson plans can be accessed through the technology and hangarau matihiko curriculum content support websites: technology.tki.org.nz and hangaraumatihiko.tki.org.nz.

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Professional supports / Digital technologies curriculum support / Technology in the NZC / Welcome to Technology Online - Technology Online

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This national priority Professional Learning and Development may be the best place to start for some. Digital fluency support is designed to ensure teachers and kaiako can confidently use digital technologies, programmes, and devices to support their curriculum teaching and learning programmes.

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Scratch for littlies. Ages 5-7
Have heard good things about this for  juniors.

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With ScratchJr, young children (ages 5-7) can program their own interactive stories and games.

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Things you love are Made with Code. Code your first creative project and meet music producers, fashion designers, humanitarians, and animators who are coding the world they want to see.

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Demonstrates how computational thinking works without a computer

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What's the fastest way to alphabetize your bookshelf? - Chand John

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Great 5 minute overview from James May.

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What are binary numbers? | James May's Q&A (Ep 11100) | Head Squeeze

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Jo thinks this is funny - the rest of the MoTEC team don't. What do you think?

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0:00 / 2:27•Watch full video

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The Big Bang Theory - The Friendship Algorithm

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Need to register to view but some good resources and posters to download

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Supporting primary school teaching | Barefoot Computing

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DISCOVER how Barefoot Computing equips teachers with the confidence, knowledge, skills and resources to teach computer science in primary schools.

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My life in a museum - surely I'm not that old?!

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Blockbuster Offers Glimpse Of Movie Renting Past

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The Blockbuster Video Living Museum offers tourists a glimpse of how Americans rented movies before the advent of services like Netflix and iTunes. More coverage at: http://onion.com