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This app is great to use in the classroom as it is a  'Classtool’ within an app to make your own QR code- greate to use with students.

Children can use this to practice for real world exposure.

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QR Code tracking - http://www.tinyqr.com

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Create, manage and track your own dynamic QR codes using TinyQR.com. View pricing details.

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This document has valuable information as a guide on the different stages children go through learning ICT and well as the teachers role.

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(UNESCO, 2012): leading all children to be digital inventors and makers through activities such as programming a range of devices, designing websites, controlling robots, and expressing themselves creatively using a variety of digital tools

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(UNESCO, 2012): leading all children to be digital inventors and makers through activities such as programming a range of devices, designing websites, controlling robots, and expressing themselves creatively using a variety of digital tools

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digital literacy (basic knowledge, skills and concepts of informatics and computers; computer literacy, working with applications; safety in a digital world)

programming or computational thinking

problem solving (logical reasoning, justification, argumentation; strategies for problem solving)

data handling (organising and analysing data, understanding patterns and structures).

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‘digital divide’. The gap between those with and without access to reliable internet services and digital devices, as well as the necessary skills to use them, became an urgent social justice issue (Holmes and Burgess, n.d.)

‘digital natives’ (Prensky, 2001). This view suggests that children, having grown up with technology, should instinctively understand how to use it. Whilst researchers have been challenging this idea for over a decade (Helsper and Enyon, 2009; Selwyn, 2009).

Using technology effectively in learning therefore requires a specific knowledge of digital pedagogy, as well as a secure level of digital literacy.

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Augusta learning how computational thinking works in real situations 

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Augusta learning how computational thinking works in real situations 

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ing (2006, p. 33) defined computational thinking as taking an approach to ‘solving problems, designing systems and understanding human behaviour that draws on concepts fundamental to computer science’. She argued that ‘computational thinking is a way humans solve problems; it is not trying to get humans to think like computers’ (Wing, 2006, p. 35). Computational thinking is essentially the skill of breaking down problems into smaller, more manageable parts, enabling you to solve more complex problems by treating them as bite-size parts.