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As this was made from a novice perspective, there might be gaps in my research. As I research coding further and gain a better, more informed understanding, I will be able to comment on the effectiveness or non-effectiveness of coding resources and make more educated selections based on experience, rather than just curiosity. As this is an internet resource, it will need regular maintenance as various sites could get deleted over the years. Thus, I will need to edit, replace and add new resources to this web guide.

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STEM LEARNING. (2019). BBC micro:bit in space. https://www.stem.org.uk/resources/collection/59112/bbc-microbit-space

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This collection of resources uses the context of human spaceflight to engage students with scientific concepts through computing technology. Each resource is supported by ready-to-run programs that are downloaded onto the micro:bit device from the internet. No programming skill is required, but each activity offers the chance of extending functionality and understanding by altering the existing code.

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STEM LEARNING. (2019). BBC micro:bit in space. https://www.stem.org.uk/resources/collection/59112/bbc-microbit-space

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This collection of resources uses the context of human spaceflight to engage students with scientific concepts through computing technology. Each resource is supported by ready-to-run programs that are downloaded onto the micro:bit device from the internet. No programming skill is required, but each activity offers the chance of extending functionality and understanding by altering the existing code.

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Pegrum, M. (2022). Digital safety & wellbeing. DIGITAL LEARNING by Mark Pegrum. https://markpegrum.com/overview-of-digital-learning/digital-safety-and-wellbeing/

This website has a range of resources aside from Digital Safety, such as:

Digital Storytelling

QR codes

WebQuests

Digital Literacies (digital literacies framework)

Gamification, etc.

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If you open yourself to the benefits and opportunities of the internet, you expose yourself to its risks and dangers at the same time. While many mainstream media as well as social media discussions of internet dangers for young people are exaggerated and ill-informed, it's true that there are some safety issues. It is therefore important to put into place well-considered educational strategies which offer young people guidance on possible risks. In recent years, there has been a growing focus on the broader concept of digital wellbeing (including mobile wellbeing), which incorporates components of both physical and mental health. Some ministries and departments of education are now also beginning to consider ways of teaching students not only how to protect themselves, but how to have a positive influence on the people and environment around them when engaging in online interactions.
Digital safety
Traditionally, the greatest risks have been seen as:

cyberbullying, which, depending on how it is defined, is regularly found by researchers to affect large numbers of young people

cyberpredation, which, although a serious crime, affects a relatively small proportion of youth

exposure to inappropriate material, which, depending on what is considered to be inappropriate, is found to affect varying numbers of young people

The greatest risks are found where conversations are not publicly viewable, such as in interactive social media channels and apps (notably through chat & messaging). Other risks are found in verbal bullying or in the dissemination of embarrassing or hurtful multimedia material on social networking or social sharing platforms. Recently there has been an increase in bullying on platforms. Online displays of self-harm on social platforms and apps, and even self-cyberbullying, are of considerable concern.
Digital privacy
It has become clear that it's equally important to educate youth to safeguard their privacy online and to be aware that material they post to social networking or social sharing sites may leave a permanent data trail or digital footprint (sometimes also called a digital shadow). In particular, it's important to advise young people - and indeed, adults - to tighten up their privacy settings on social networking sites, and not to give out personal data unnecessarily. This will help safeguard them from identity theft, as well as offering some protection from cyberbullying and cyberpredation.
Digital reputation
As more and more companies and colleges conduct internet searches on potential candidates, and as more and more people check out online data about individuals they're doing business with or interacting with on a social or personal level, it's becoming increasingly important for all of us to manage our digital reputations. It's vital to remind young people that inappropriate status updates or photos may negatively impact job and life opportunities far into the future while, conversely, evidence of engaged use of or social media tools, including rich ,creative , or polished e-portfolios, can help create a positive impression of skills and abilities.
Digital wellbeing (& mobile wellbeing)
There is an increasing level of concern about the impact of continuous connectivity on physical and mental health, with issues including blurred vision, back and neck pain, disturbed sleep cycles, the apparent rise of attention disorders and even internet addiction, and anxiety and stress. Developing attentional literacy and other related digital literacies may offer some help. Amongst other things, considering when, where and why to switch off digital devices is important for everyone, young or old.
A positive digital influence
Traditionally, education about digital safety has focused on protecting individuals from online dangers and risks, but recent discussions have begun to focus on how students might be encouraged to proactively develop a positive presence or influence online, as seen notably in the Singaporean Ministry of Education's Cyber Wellness principles and the Australian eSafety Commissioner's principles.
Educational resources
Fortunately, a number of governments and other organisations are producing valuable educational materials for a variety of age groups and contexts. Most of these deal primarily with issues of digital safety and digital privacy. The following list contains some useful resources:

23 Great Lesson Plans for Internet Safety (Common Sense Education, USA)

Be Internet Awesome (Google, USA)

Better Internet for Kids (European Schoolnet, EU)

Choose Privacy Week Video (20K)

Clean Up Your Digital Footprint (A Platform for Good)

The Comprehensive Guide to Managing Social Profiles in College (Accredited Online Schools, USA)

COVID: Tips for staying safe online during the COVID-19 pandemic (Office of the eSafety Commissioner, Australia)

Cyberbullies, Haters, and Trolls (Common Sense Media, USA)

Cyberbullying Research Center (USA)

Dealing with Digital Distraction in the Classroom (Common Sense Education, USA)

Digital Citizenship Curriculum (Common Sense Education, USA)

Digital Compass (Common Sense, USA)

Digital Passport (Common Sense Education, USA)

Digital Tattoo (University of British Columbia, Canada)

eSafety Commissioner (eSafety Commissioner, Australia)

eSafety Commissioner [Facebook] (eSafety Commissioner, Australia)

eSafety Office [Twitter] (eSafety Commissioner, Australia)

eSafety Office [Vimeo] (eSafety Commissioner, Australia)

eSafety Parents (Office of the eSafety Commissioner, Australia)

eSafety Toolkit for Schools (Office of the eSafety Commissioner, Australia)

Get Safe Online (UK)

Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children under 5 Years of Age (WHO)

How to Handle the Violent Videos at Your Kid's Fingertips (Common Sense Media, USA)

Kids' Pledge (SafeKids.com, USA)

Learn How to Protect Yourself Online (Australian Govt)

NetSmartzKids (National Center for Missing & Exploited Children and Boys & Girls Clubs of America, USA)

News & Media Literacy Resource Center (Common Sense Education, USA)

Physical Activity and Exercise Guidelines for All Australians (Dept of Health, Australia)

Practising Cyber Wellness (Ministry of Education, Singapore)

Privacy and Internet Safety (Common Sense Media, USA)

Protect Your Students' Data and Privacy (Common Sense Education, USA)

Schools Cyber Security Challenges (Grok Academy, Australia)

SEL (Social & Emotional Learning) in Digital Life Resource Center (Common Sense Education, USA)

Social Media TestDrive (Cornell University, USA)

Talking about 'Sexting' (Common Sense Media, USA)

That's Not Cool (FVPF, Ad Council & OVW, USA)

ThinkUKnow (Child Exploitation and Online Protection Centre, UK)

ThinkUKnowAUS (ThinkUKnow.org.au, Australia)

Turning Students' Empathy into Action with Digital Tools (Common Sense Education, USA)

What is Doxxing (Comparitech, UK)

Where We Stand: Screen Time (AAP, USA)

Young and eSafe (eSafety Commissioner, Australia)

Your Rings of Responsibility (Common Sense Education, USA)

More information about digital safety is available on the Publications on Mobile Learning page under and .

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If you open yourself to the benefits and opportunities of the internet, you expose yourself to its risks and dangers at the same time. While many mainstream media as well as social media discussions of internet dangers for young people are exaggerated and ill-informed, it's true that there are some safety issues.

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Lu, SY., Lo, CC., & Syu, JY. (2021).

Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp. International Journal of Technology and Design Education. https://link.springer.com/article/10.1007/s10798-021-09714-1#citeas

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Abstract

The main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with "Chinese Paper-cutting" and "BBC micro: bit". The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest-posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students' development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.

Introduction

Research background

Information technology has been developed applied into education rapidly in the twenty-first century. As the diversity of information society, creativity in a knowledge economic era is the key to success. Cultivating convergent and divergent thinking is the purpose of education in all levels of schools. Schools should focus on creativity, problem-solving skills, humanities, and capability of using technology across different disciplines (Land, 2013; Ozkan et al., 2021). While the importance of STEM education is highlighted, including a teaching combination of Science, Technology, Engineering, and Math (National Research Council, 2011; Salinger & Zuga, 2009), STEAM is derived from STEM with additional "A" to highlight the importance of the art in cross-disciplinary learning toward creativity. "A" stands for social studies, humanities, language, physical, musical, fine, and performance (Yakman, 2008). Yakman ( 2008) also indicated that art benefits integrate cross-disciplinary curriculums and overcome limitations of each subject.

Previous studies prove that creativity can be cultivated in a practical project. By the mean of cooperating in the group, students can solve problems, enhance a sense of aesthetic. There is also a possibility to develop cross-disciplinary social value (Benton et al., 2019; Vernon, 1989). STEAM curriculum with Project-Based Learning (Hereafter as PBL) is constructed with modern technology, science, engineering, art and mathematics and centers on the learner. Students interact with the society and participate in design by constructivist learning and context-specific of art, and then respond to the challenges and problems they encounter. In this way, students can set up their goals, research and acquire knowledge and skills (Kokotsaki et al., 2016; Song, 2020). It is more important to look into how children apply new knowledge and proceed with design thinking (Druin, 2002). STEAM education allows teachers to understand how students practice a new technology from the view of the art design; and to apply the learning process of cross-disciplinary technology projects (Kuure et al., 2010). Benton et al. ( 2019) pointed out that though the project-based curriculum limits students in creating ideas, it ensures the appropriateness of creativity.

There are some problems in STEM curriculum development. First, the content of the STEM curriculum is more about engineering design with the concept of steps. It is not related to aesthetics. Seconds, project-based STEM curriculum is considered mainly in secondary school or above with purpose with product engineering, not design thinking. The outcome of creative teaching is still unknown (Sullivan & Heffernan, 2016). Consequently, this research applies an integrated STEAM with programmed paper-cutting lamp. The research background is to understand if this paper-cutting project could develop cross-disciplinary skills (consolidating art and technology) and increase students' creativity.

Research purpose

Since STEAM education has been constructed mainly with experimental education or maker project-based curriculum, STEAM education brings a positive influence on students in their learning process. This paper centers on the role of ART to implement project-based learning of the STEAM curriculum. We further discuss whether the creativity of primary school students are affected by the STEAM curriculum. By doing so, we integrate both Project Based Learning and creative thinking approaches to develop the STEAM curriculum-The Micro:bit Paper-cutting Lamp. The teaching tools are (1) the program design used in Micro:bit, a microcomputer controller developed by BBC, and (2) paper-cutting, a traditional Art. PBL will be adopted to design the STEAM curriculum so the researcher can understand how the curriculum affects the creativity of senior students in primary school. The outcome could be set as an example of developing a STEAM curriculum in the future. In short, the research purposes in this paper are as follows: (1) how to integrate the program design of Micro: bit with paper-cutting lamp for the project-based STEAM learning. (2) how the creativity of students changes in the STEAM paper-cutting lamp project.

Literature review

STEM and STEAM education

STEM education is the foundation for STEAM education. STEM is defined as a model to integrate Science, Technology, Engineering, and Mathematics into a curriculum to prepare students for higher education and for their future to be talents for the knowledge industry. In the STEM education, students are expected to (1) participate in research, (2) equip logical reasoning ability, (3) have a skill of cooperation, and (4) perform an analytical skill (Maryland State Department of Education, 2012). In a word, STEM education not only looks into teaching cross-disciplinary knowledge but pays more attention to the learning process of students with the combination of learning and their daily life. Put another way, STEM education is not just about consolidating different disciplines, but educators should also pay more attention to the interaction between subjects as well as the correlation between subject knowledge and pedagogical content knowledge. (Capraro et al., 2013). STEM is being stressed in science education in America as the educators can incorporate a curriculum with science development at that time so that students could understand the concept and eventually apply in a real situation after the practice, and the discussion (Chang & Yang, 2013; Salinger & Zuga, 2009).

Moreover, STEM talents focus on capability development with divergent thinking, whereas art talents value divergent thinking. STEAM education puts together both thinking models so that to cultivate talents with a cross-disciplinary integration skill and creativity. At the same time, STEAM makes up for what is missing. STEAM, therefore, highlights the role of ART based on the STEM (Chien et al., 2017). Land ( 2013) also pointed out that although STEM fosters students to have strong analyzing skills to design a solution, they still need more creativity to put into practice. A cross-disciplinary approach is used in STEAM education to enable teachers to teach Science, Technique, Engineering, Art, and Mathematics. Also, teachers are able to guide students to absorb constant updated professional knowledge and adapt rapid-changed society. STEAM focuses on analyzing the knowledge connection between different subjects, discussing problems, and figuring out how to practice into the real situation. Instead of focusing on one specific subject, STEAM education encourages students to learn by consolidating subjects and proceeding a cross-disciplinary way of thinking to solve problems in the real situation.

PBL and STEAM

The new focus in education reform requires application, creation and ingenuity in terms of creative development. In one of the initiatives to promote creativity among students, STEAM involves the critical process of creativity and innovation. It allows students to connect to the established elements of STEM in art practices, design principles and assessment (James, 2016). These STEAM components include an integrated approach to learning that requires an intentional connection between standards, assessments and lesson design. The core standard of STEAM promotes inquiry, collaboration and emphasizes on project-based learning approach, which assimilates the authenticity of art curriculum (Oner et al., 2016).

Besides, Problem Based Learning (PBL) approach has been stimulated by the STEAM elements, as students participate in designing challenges that incorporate all of these aspects (James, 2016). The synergy of these collaborative subjects are critical skills in the twenty-first century. These skills lead to changes in the implementation of art education pedagogy through a diverse, multicultural authentic learning.

Moreover, the PBL earning model emphasizes contextual learning through complex activities such as giving students freedom to explore and plan learning activities, carry out collaborative projects, and ultimately produce a product (Adriyawati, et al., 2020). Therefore, integration of STEAM- PBL into science learning encouraged students to be able to see the relevance of science knowledge of phenomena in daily life, develop curiosity and problem solving, and increase students' courage to ask questions and explore various sources to find information (Adriyawati et al., 2020).

As for the project of paper-cutting art in this paper that transformed from paper-cutting decorations, students are required to use the different variety of the sources, such as paper texture, and to apply a new material to design paper-cutting arr. The previous study suggested that the paper cutting has its advantages to preserve the traditional style and add a modern design, or to include interaction beyond plat paper and utilize new techniques to display the sense of tradition (Ni, 2012). Therefore, the researcher chooses the "Teaching for creative thinking" model to construct this paper-cutting STEAM project, and the "Creative Problem Solving" approach to proceed with teaching-related activity in the class.

The STEAM curriculum of this paper cutting art is designed based on PBL. It integrates modern technology and traditional Chinese paper-cutting, as well as the evaluation board in Micro:bit for interactivity (BBC, 2017; Sentance et al., 2017).

In summary, field experts have realized that students can improve their divergent thinking through art education (Land, 2013). STEAM education, integration of art and STEM, benefits students to learn cross-disciplinary connections from different points of view; enhance the capability to solve problems with knowledge. A, art field of STEAM, stands for social studies, language, physical, musical, fine, performing, and so on. Under such structure, students would be more attached to humanities after logical reasoning training. Compare with current STEM research, Taiwan is lack of STEAM study. Additionally, the art-based curriculum is undeveloped. Therefore, this research will develop a STEAM curriculum with technology and paper-cutting, traditional art, then to discuss the connection between its outcome and creativity.

Integrating creative problem solving into STEAM PBL

Project-based learning could stimulate the interest of students towards learning (Chang & Chen, 2018). In STAEM education, students would be equipped with rigorous logical reasoning but not with the emotional facet of culture. Art is the key to successful innovation (Brady, 2014; Ejiwale, 2013).The integration of art and technology leads to a special skill, by which students could analyze the complex problem with convergent thinking and practice the solution in the real situation with divergent thinking. For instance, Hentiksen ( 2017) discussed integrating the curriculum with Spanish, the language, and the water cycle. Above project-based learning found out that design thinking helps teachers to organize the STEAM curriculum.

STEAM is a way to improve creativity. STEAM in art education not only teaches students art but also educates them to use it in real life and always to think about how to improve the way of living and society. The STEAM curriculum should connect with modern technology development (Chang & Yang, 2013) and include humanity so that students can apply learning strategies such as problem-solving and inquiry-based learning to incorporate multiple subjects. As for PBL, it is a model for implementing a curriculum, which leads to the completion of an artwork. This research integrates the art of paper-cutting and technology to improve the creativity of students. The following chapters will discuss traditional Chinese paper-cutting and the art of paper-cutting separately.

The core of creativity includes innovation, personality, and a supportive environment. After the creative thinking process, people can solve problems or create products. The core of creativity and the demand of products come from real life (Amabile, 1983; Mao et al., 2000). Creativity is the capability to create an innovative idea, invention, or artwork. They have to be identified by experts as products containing technology, aesthetic, or social value (Vernon, 1989). The foundation of "teaching for creative thinking" is creativity theory. "Teaching for creative thinking" is to motivate students, encourage them to create, and to cultivate their creativity. "Teaching for creative thinking" aims to enhance the cognitive ability of divergent thinking and creative personality. The cognitive ability of divergent thinking refers to fluency, flexibility, originality, and elaboration (Chou, 2013; Mao et al., 2000; Williams, 1972). Originality is a novel and unique thinking ability, which an individual is able to respond differently than others and produce a distinctive outcome. The low the similarity, the higher the originality (Mao et al., 2000; Williams, 1972; Williams, 1972). In this regard, Isaksen, Dorval and Treffinger address the "Creative Problem Solving" with three dimensions and six steps (Chang, 2013). The existing approach provides a comprehensive view for educators to imagine and plan theirs course. This research adopts the revised version of Creativity Assessment Packet (CAP) (William, 1972; Lin & Wang, 1994; Mao et al., 2000). CAP is to review the outcome of practicing the "teaching for creative thinking" model. It can evaluate six teaching goals (fluency, openness, flexibility, originality, elaboration, and title) and four creative personalities (adventurous, curious, imaginative, and challenging).

In conclusion, STEAM PBL encourages students to see the world through a science perspective. Art allows people to enrich the world beautifully; engineering and technology enable people to change the world for the demand of society; mathematics offers as a thinking method and analysis tool, which people use to develop science, engineering, art, and technology. In STEAM PBL, the curriculum helps students to understand science and technique, then explore technology and art while building their artwork.

Research method

The researcher follows the instruction in PBL and designs the STEAM curriculum of this research. Considering the content of the STEAM curriculum and the fact that Taiwan is lack of an art-oriented STEAM curriculum, the researcher builds the curriculum based on BBC micro:bit, microcomputer controller, and traditional Chinese paper-cutting. All areas of STEAM are covered in the curriculum of this research.

Research design

The research design incorporated the method of one-group pretest-posttest design. The teacher who delivered the curriculum is from the research team. There was a total of two weeks teaching, 240 min per week (total 420 min). Two tests, CAP pretest and CAP posttest, were carried out before and after teaching for quantitative analysis. The researcher organized and analyzed the collected information in order to understand the effect of experimental teaching on creativity. Apart from that, curriculum worksheets and artworks were collected after teaching for qualitative study along with observation records taken during the class. It allowed the researcher to analyze the effect of implementing the "teaching for creative thinking" model in the STEAM curriculum towards the creativity of senior students in primary school.

Participants

The research subject was a class of senior students from a primary school in Taichung City in Taiwan. Total of 21 students with 9 males and 12 females involving in this research. The participated primary school adopts heterogeneous grouping every year. Students were asked to sign an agreement. Besides, the participated primary school signed a corporative agreement with the National Taichung University of Education, which stated the teaching is conducted after class only when the class teacher agreed to assist this research.

Project-based STEAM curriculum design

The researcher followed the instruction in PBL to designs the STEAM curriculum of this research. That was to: (1) set up a goal and draft a plan, (2) design "leading question" (3) assess the initial plan (4) draft a professional plan and management process. Finally, three university professors and one specialist teacher evaluated and discussed the PBL of the curriculum. Expert validity was used to review the correlation and clarity.

Content analysis of STEAM curriculum

The curriculum focused on the combination of art and technology and together with the application of mathematics, engineering, and science to complete activities and produce artworks. To begin with, goal setting is the first step towards planning The content analysis of the curriculum and teaching goal is shown in Table 1. It is the content analysis based on Micro:bit paper-cutting lamp, project-based curriculum, with other elements of STEAM.

STEAM teaching object for art light

STEAM teaching objective was to: (1) learn circuit connection, (2) learn to apply circuit to the daily life, (3) understand the combination of color and light in optics, (4) understand the technology of interactive paper-cutting lamp, (5) understand Blocky, (6) learn the art paper-cutting, (7) integrate paper-cutting and modern technology, (8) improve the creativity of students, (9) enhance the problem-solving ability(10) build cooperative learning attitude.

Design "Leading Question"

There were several leading questions prepared for this project-based activity: (1) how to consolidate paper-cutting with modern technology? (2) how to use sound and movement to control light? (3) how many ways you can come up with to control paper-cutting lamp? The students will understand the mathematical concept in program design while using Blocky.

Curriculum assessment

The assessment was for the teacher to understand the learning progress of students, and adjust the teaching if needed. The curriculum assessment includes curriculum worksheets and CAP.

Design PBL plan

The assessment was for the teacher to understand the learning progress of students, and adjusted the teaching if needed. The curriculum assessment included curriculum worksheets and CAP.

Design PBL plan

There were four main activities. The content of teaching was the integration of science, technique, engineer, and art. Picture 1 shows the content of each activity and related STEAM curriculum (Table 1). The teaching began with CAP pretest for 30 min, followed by 360 project-oriented learning (Fig. 1). The teaching was completed by a 30 min of CAP posttest.

STEAM curriculum material

STEAM curriculum material consisted of teaching for program design teaching and paper-cutting. Curriculum Material were discussed in this chapter.

BBC micro:bit program design

Teaching for program design and paper-cutting were two materials in this STEAM curriculum. The program design taught students with program logic (Table 2). Once the students learn how to apply program logic to connect the sensor, bull, and loudspeaker, they started to combine and design light art functions and created their program design for Micro:bit paper-cutting light lamp. Through this, they could learn about mathematics, algebra and function.

Material for paper-cutting lamp

The teaching material for the paper-cutting lamp was designed by the researcher (Fig. 2). Paper-cutting technique was required to consider three layers, the foreground, the middle ground and the background. This design allowed students to learn Thirds and a space concept. The researcher prepared three layers of paper for students to design their patterns with the worksheet. Table 3 shows all required materials and resources prepared by the teacher: BBC Micro:bit microcomputer controller, Grove gesture recognition sensor, ws2812b 5v LED light strip, boxes for the light, paper cut sculpture designed by students and box for lights and electric component.

Structure of curriculum

The structure of this curriculum was based on the five sectors of STEAM. The researcher applied PBL for designing curriculum content and the "teaching for creative thinking" model for organizing material. It was designed to highlight cross-disciplinary integration and the application of "teaching for creative thinking" for creativity improvement. Figure 3 shows the structure of the curriculum.

Result and discussion

This section will first discuss the effect of the application of the PBL oriented STEAM curriculum toward creativity, then analyze and explain the process of implementation.

PBL oriented STEAM curriculum toward creativity

The research first looks into the PBL oriented STEAM curriculum, and use t, the dependent sample, to verify the effect after students participating in the curriculum.

Cognitive facet

The evaluation is in line with the Test of Creative Thinking Activity to study the creativity of students in the cognitive facet. It includes fluency, originality, flexibility, elaboration, openness and title. Among these different aspects, fluency has a maximum of 12 points, originality is 24 points and flexibility is 12 points and openness is 36 points. The total is 156 points.

The change in cognitive facet of creativity

As Table 4 shows, it is the result of each aspect in the cognition level of creativity after students receiving the STEAM curriculum. Fluency is t = 1.14, p > 0.05; openness is t = 8.0, p < 0.05; flexibility is t = 2.27, p < 0.05; originality is t = 6.86, p < 0.05; elaboration is t = 7.33, p < 0.05; theme is t = 3.75, p < 0.05. The total of all is t = 8.59, p  < 0.05. While comparing the result of the pretest and posttest, openness, flexibility, originality, elaboration, title and total has improved significantly.

Emotional facet

The evaluation is under the revised version of the CAP. It is to study the creativity of students in emotion facet, which includes adventurous, curious, imaginative, and challenging. Among the four aspects, ambitious has a maximum of 33 points, curiosity is 42 points, imagination is 42 points and challenge is 36 points. The total is 150 points.

Table 5 shows that there no significant improvement among curious, imaginative and challenging, though the average increased. The result reflects that the creativity of emotional facet would not be affected after students receiving the STEAM curriculum.

Practice of PBL oriented STEAM curriculum

Activity 1: program expert

The program design taught student program logic step by step together with tasks. The detail is shown in Table 6, which was suitable for a senior student in primary school. The student followed the instruction to apply program logic to connect the sensor, bull and loudspeaker. Then, they were asked to design light art functions and create their program design for Micro:bit paper-cutting light lamp. There were two processes.

Initially, students completed the task at each step. After teaching them the blocks, the teacher gave students the tasks (Table 6) to students to complete on their own. Tasks were done orderly. Second, the student finished the program design. Once they connected BBC Micro:bit with gesture recognition sensor, the light and Micro:bit display-panel were changed as the gesture changes. Student can press a bottom to turn of the light and Micro:bit display panel.

There were two individual tasks and one group task. All students completed the simple individual task on time. As for the percentage of completing the advanced individual task is 72.54%. However, the rate goes up to 78.57% from the advanced individual task to the group task. Table 6 presents all of the success rates. The result implies that group corporation could increase the succession.

Lastly, once they connect BBC Micro:bit with gesture recognition sensor, the light and Micro:bit display panel were changed as the gesture changes. Students pressed a bottom to turn of the light and Micro:bit display panel. Figure 4 shows the completed program design.

Activity 2: brainstorming

Students were divided into groups to brainstorm a theme based on a country. It could be an animal, an item, a toy, a building, a legend, a plant, a costume, a food and a view of that country. Table 6 shows the theme that students came up with within a given time. In short, brainstorming helped students to develop divergent thinking skills, as well as to enhance the fluency and openness in cognitive facet of creativity. Fluent thinking refers to how eloquent is the thinking process, how broad thinking can be extended and how many an individual can produce (Chou, 2013; Mao et al., 2000; Williams, 1972). Students were encouraged to do research and discuss with fellows. Those attempts could affect fluency. As for openness, it is the ability to accept different opinions. In this research, students could communicate with the teacher and fellows and accepted different opinions. Therefore, openness increased undoubtedly. The above finding also echoes the result in Table 4.

As per Table 7 listed, students were able to give at least 10 or more than 30 related things through brainstorming in a short period. Brainstorming enabled students to put forward different opinions for one topic, by which their flexibility was stimulated. Students were brainstorming in the group discussion in Fig. 5.

Activity 3: be a designer-paper-cutting lamp

Elaboration refers to the ability to turn a simple creation into a fine product, to revise an idea and extend the thought (Chou & Yung-Chieh, 2013). Students encountered several problems, for instance, there were inconsistent patterns or cracks during the design. Students kept trying to revise their previous idea and then were able to complete the artwork and complete the task given by the teacher. The example shows that the elaboration was improved. The outcome also supports the result of Table 4, which shows the STEAM project could benefit the elaboration.

Activity 4: be a craftsman

In this activity, students integrated the Micro:bit evaluation board they had done previously with paper-cutting, then connected with the electric circuit to make an interactive paper-cutting lamp. Through the hand-on activity, they actively participated in the class and tasks as well as cooperated in the group.

Students discussed in the group to figure out how to place shapes into a presentable pattern with foreground, midground and background layer and stereoscopic image (Fig. 9). Figure 10 is the final artwork after integrating light control. The teacher observed in the class and found out that students were communicating and discussing with each other while composing patterns to ensure the aesthetic of the artwork. They were open to different opinions. The layer of foreground, midground and background combine with various colors of light can enrich the artwork.

In short, flexibility is required to be performed comprehensively in activity 4. Flexibility is the ability that a person could express different opinions and think in various ways. The result shows that brainstorming in the "teaching for creative thinking" model allows students to exchange their opinions and discussed in the group, then to think in various ways. Students, under this circumstance, enhanced their flexibility, which were eventually be presented in their artwork. As described title, students were able to integrate each skill and art learned previously and then finalized it.

Conclusion and suggestion

This research aims to integrate Micro:bit program design and paper-cutting lamp to design program-based STEAM exploration and practice curriculum. Besides, the research applies the "teaching for creative thinking" model to build up activities. Teaching objects are presented in first-level activity, which is to understand algebra and function. In the second-level activity, brainstorming and paper-cutting worksheet allows students to cooperate in the group. The entire process helps to increase openness. Moving into the third-level activity, students learn to design paper-cutting patters, adopt depth of field the space concept and integrate electric circuits with light composition to adjust light and shadow. It is essential to have elaboration to cope with the difficulties while designing the paper cutting. Lastly, the activity "Be a Craftsman", students produced their artwork by combining the paper-cutting and Micro:bit the light control program.

This study has shown that STEAM PBL enables primary school students to improve deduction and induction and such logical reasoning ability in the software programing. Besides, it helps them strengthen their flexibility and adaptability needed in problem-solving so they could have a skill of cross-cultural communication in terms of paper-cutting. Different from regular course, which is to instruct knowledge, STEAM PBL is to educate students to connect knowledge from different subjects, solve problems and innovate. Under this circumstance, students continuously improve their problem-solving capability, innovation ability, the skill of cooperation, and creativity. We echoed previous study of Chen & Chang ( 2018) that compared the integrated robotic curriculum and the regular robotic curriculum and found out that students 'knowledge is improved and interest is stimulated when students learn through an integrated curriculum.

In addition, this paper demonstrated that art could be the foundation of STEAM education, in which students interpret science and technology with the support of engineering and artwork. Besides, STEAM teaches students to know the world through a cross-disciplinary point of view, to change the world with innovation, and to develop their innovative ability. During the teaching, students will be guided to cooperate and practice in order to complete the project and figure out the difficulties encountered in real life. Finally, students also are expected to demonstrated color personality in optics and explore creativity when consolidating industrial technology and paper-cutting.

Overall, students are interested in learning during the practical activity in the project-based STEAM curriculum. The outcome proves that there is an outstanding improvement in the cognitive level of creativity, which reflects on flexibility, originality, elaboration, title and total. In order words, the project-based STEAM curriculum could increase part of the cognitive level of creativity. However, the curriculum of this research is designed for a total of 420 min, equals to 2 weeks intensive STEAM curriculum. The limitation of this research is that it could benefit more on cognitive level of creativity but less on an emotional level. The researcher suggests that future studies could include different angles of technology concept (such as light material) into the STEAM curriculum of Micro:bit paper-cutting lamp. In this case, they could create more mixed media when integrating paper-cutting with BBC Micro:bit evaluation board.

There are some suggestions for teaching and practice based on the observation and the result of this research. (1) From the point of programming language, the program design of this research utilize the gesture sensor and light strips to design a program that could adjust different lights with the change of gesture. Most of the students understand the program logic and can apply it appropriately. Therefore, the researcher suggests more interactive functions can be included in this program design in the future. (2) Given paper-cutting design, the majority of students find it complicated to understand the composition of Yin and Yang carving when learning the technique. Therefore, it is suggested by the researcher that the teacher could spend more time explaining and also presenting an physical object, so that the students could understand easily. (3) The structure design of paper-cutting in this research focuses on layering a flat surface with foreground, midground and background to build the stereoscopic space. The researcher suggests that in the future, it could help to level up the sense of spaces for students when using stereoscopic paper-cutting in STEAM teaching material.

The curriculum of this research only benefits the cognitive facet of creativity. The researcher believes that the reason could be the length of the teaching period. Since the curriculum is only last for two weeks, it is too short to affect the emotional facet of creativity. Future researchers are suggested to extend the teaching period and evaluate whether the time is the cause of this effect.

Data availability

The teaching material and data used and analyzed during the current study are available from the corresponding author on reasonable request. Please contact the author for your requests.

Abbreviations

PBL:

Problem-Based Learning

STEM:

Science, Technology, Engineering and Mathematics

STEAM:

Science, Technology, Engineering, Art, Mathematics

Author information

Affiliations

1. Department of Digital Content and Technology, National Taichung University of Education, Taichung, Taiwan

Shih-Yun Lu & Jia-Yu Syu

2. Department of Industrial Education and Technology, College of Technology, National Changhua University of Education, Changhua City, Taiwan

Chih-Cheng Lo

Contributions

Conceptualization, Professor L and Miss S methodology, Professor L: formal analysis, Professor L and Miss S: data curation, Professor H: writing-original draft preparation, Professor L and Miss S: writing-review and editing, Professor L, Professor L and Professor H: supervision, Professor L.

Corresponding author

Correspondence to Chih-Cheng Lo.

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Lu, SY., Lo, CC. & Syu, JY. Project-based learning oriented STEAM: the case of micro-bit paper-cutting lamp. Int J Technol Des Educ (2021). https://doi.org/10.1007/s10798-021-09714-1
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DOI: https://doi.org/10.1007/s10798-021-09714-1

Keywords

Project-based learning

Creative thinking instruction

Paper-cutting

Micro:bit

STEAM

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Project-based learning oriented STEAM: the case of micro-bit paper-cutting lamp - International Journal of Technology and Design Education

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Introduction
Academic research and evaluation papers from education programmes around the world that are investing in the development of digital skills, creativity and computational thinking using the BBC micro:bit

Serbian students participating in the 21st Century Schools programme

British Council

The Micro:bit Educational Foundation is a not-for-profit organisation. Our mission is to inspire every child to create their best digital future. By making the micro:bit the easiest and most effective learning tool for digital skills and creativity, we enable children to participate in the digital world, with particular focus on girls and those from disadvantaged groups.

The Foundation works in partnership to gather evidence on the impact of the micro:bit in more than 60 countries. As new research from different sources becomes available it will be published on this page. If you have published research you would like to see featured here, contact us.

United Kingdom

The first impact study into the educational uses of the physical micro:bit device was commissioned by the BBC in the original UK Make it Digital project. The study, carried out by Discovery Research, explored the experience of teachers and students aged 11-12 years old, in the following school year groups:

Year 7 students in England and Wales

Year 8 students in Northern Ireland

S1 students in Scotland

The study found that:

70% of girls said they would choose Computer Science as a subject

90% of students said the micro:bit showed them anyone can code

86% of students said the micro:bit made Computer Science more interesting

Further detail from a follow-up study with teachers is available below.
Make it Digital press release
Discovery Research (2022)
A three-year research programme to support the use of the micro:bit in primary schools
The BBC micro:bit is aimed at children aged 8-14 (roughly Years 4-9), yet the vast majority of devices are used in secondary schools (Years 7+).

The Micro:bit Educational Foundation knows that where primary teachers have taught with the micro:bit, the results have been impressive. As such the Foundation and Discovery Research are undertaking a three-year programme to support use in primary schools.

The research will:

establish an understanding of the challenges and benefits of use. This will feed a subsequent programme of activity to properly support primary school teachers to integrate the BBC micro:bit into their planning and delivery of lessons.

monitor and understand the success of this programme over three years - to alter as required for better impact.

Discovery Research - micro:bit primary school evaluation

Lancaster University (2018)
Understanding ongoing uses of the micro:bit two years after the BBC Make It Digital initiative
A study by the Department of Educational Research at Lancaster University was undertaken to evaluate ongoing uses of micro:bit devices in UK secondary schools. An analysis of 40 participating schools revealed that the micro:bit was being used most frequently in the lower secondary years (11 - 14 year olds). The most common classroom uses for the device included use of the micro:bit device in group work, and in project work within computing, technology and science lessons. This study demonstrates the growing affordances of the micro:bit as a physical computing device within UK schools.
What Children's Imagined Uses of the BBC micro:bit Tells Us About Designing for their IoT Privacy, Security and Safety
A report from the School of Computing and Communications at Lancaster University which focuses on "children's (ages 9-10) likely uses of the micro:bit and an exploration of their implications...". Children imagined using the micro:bit for a range of purposes, from assistance with personal tasks, education, companionship and play.
Lancaster report
King's College, University of London (2017)
Creating cool stuff: pupils' experience of the BBC micro:bit
This paper is believed to be the first study which investigates the usability and affordances of the BBC micro:bit. The authors interviewed 15 teachers and 54 students in schools in England to "understand their experiences in terms of usability, creativity, the tangibility of the device and their learning of programming, and analyse their experiences in the context of previously reported benefits of physical computing."
King's College, University of London paper
St. Mary's University College Belfast (2017)
A study of Northern Ireland Key Stage 2 pupils' perceptions of using the BBC micro:bit in STEM education
This research investigated the perceptions towards the use of the BBC micro:bit held by students aged 7 - 11 (Key Stage 2). The study took place in two Northern Ireland (NI) primary schools. This research was published in the STeP Journal - Student Teacher Perspectives, published by the TEAN, the Teacher Education Advancement Network.

The research found that:

64% of pupils said the BBC micro:bit was easy or very easy to use

90% of pupils found the BBC micro:bit useful for solving problems

90% of pupils (both male and female) found using the BBC micro:bit enjoyable or very enjoyable

St Mary's University College research paper
BBC (2017)
Evaluating teacher experience
Following the launch of the micro:bit into classrooms for the first time, the BBC again commissioned Discovery Research to understand teacher's perceptions and uses of the micro:bit. Data was gathered from 300 teachers who participated in telephone interviews.

The research found that:
Understanding student attitudes
In addition to teacher experience, the research also reported on student attitudes to learning coding and Computer Science with the micro:bit.

Teachers reported that:

Finland

University of Helsinki (2019)
Make with micro:bit: Teachers and Students Learning 21st Century Competences through the Innovation Process
The Innokas Network, coordinated from the University of Helsinki, together with funding agencies carries out education programmes with schools and other stakeholders to develop 21st Century Competences and promote the creative use of technology. The University carries out the research on these programmes that are implemented nationwide.
Understanding teacher and student experience
In 2018, a micro:bit pilot programme was run in schools and the University of Helsinki's study explores the introduction of the micro:bit to 100 teachers and nearly 2,000 students. Findings from the study concluded that 80% of students said anyone could learn programming after using micro:bit, 90% of teachers would use the micro:bit again, and 85% of teachers surveyed agreed micro:bit could be spread nationally as a tool for programming.

Research showed:

80% of students said that anyone could learn programming

90% of teachers said they would use the micro:bit again

85% of teachers felt the micro:bit could be spread as a national tool for programming

Make with micro:bit research paper
Hungary

Eötvös Loránd University (2019)
Wandering micro:bits in the public education of Hungary
The T@T lab at Eötvös Loránd University, Budapest started the "Wandering micro:bits"("Micro:bitbotorkálás") initiative in October 2017, in partnership with the John von Neumann Computer Society.

The "Wandering micro:bits" initiative sends micro:bit class kits to schools around the country, which enables participating schools to access equipment for up to a month. This lending scheme also acts as a micro:bit network linking schools across Hungary.

The initiative's main goal is to make the BBC micro:bit - and its features in education - available in as many schools as possible even if just for a limited time.
Teacher survey
In April 2019 a questionnaire was sent to schools that participate in the programme. Teachers were asked about motivation, impressions, ideas and about how the kits were used in their school.

The research discovered:

Denmark

DR Danish Broadcasting Corporation (2018)
Initial findings from DR's ultra:bit project
The ultra:bit programme is established in 90% of Denmark's schools. It is a national programme bringing the micro:bit to students and their teachers in grades 4, 5 and 6 (ages 8 - 12). The initiative was introduced to grade 4 (age 8 - 9) in the academic year 2018/19, and into grades 5 and 6 in 2019/20.
Evaluation
The Center for Evaluation and Development of Science Education (NEUC) evaluated the ultra:bit project in schools on behalf of the Danish Broadcasting Corporation (DR). The study was carried out in November 2018 and over 300 teachers were surveyed. This evaluation included baseline data from over 8,000 students in the fourth grade (age 8 - 9).

The study found:

NEUC evaluation of DR ultra:bit(Danish)

Summary of NEUC evaluation (English)

Western Balkans

British Council (2018)

21st Century Schools programme

The 21st Century School programme is a 5-year education programme which aims to bring micro:bits to 1 million students and core skills to 18,200 teachers across the 6 countries of the Western Balkans. The programme is run by the British Council in partnership with local country education ministries.

As of spring 2020, 263 trainers delivered the programme to 10,700 teachers, 71% of whom were female, with 2,000 teachers participating via a bespoke online course translated into local languages. 80% of participating teachers were satisfied or highly satisfied by the training experience.
Understanding impact
In 2018, the British Council commissioned research during the pilot phase which shows the positive impact of the BBC micro:bit on students and teachers. Amongst the teachers and students' surveyed, the device was shown to increase teacher confidence and student team work.

The LSE, University of London has been commissioned to evaluate the long-term impact of this programme.

The pilot phase research found:
British Council 21st Century Schools summary

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The NSW Department of Education provides information and resources to help teachers use up-to-date digital technology in their practice.

The Digital Learning Selector allows users to search for digital tools according to what they want to do, and includes teaching and strategy recommendations.

Curriculum and syllabus links

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Every week we will be releasing new learning packages. It is important to remember that each child will differ with the time they need to complete the activities depending on your child's prior knowledge and experience with that concept.

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Learning packages for parents and carers

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Share this Report

What can this guide do for you?

This guide is designed to provide important resources and recommendations to support teacher implementation of digital learning. Digital learning is defined as "any instructional practice that effectively uses technology to strengthen a student's learning experience and encompasses a wide spectrum of tools and practices." Sections in this guide include key considerations, guiding strategies, resources, and reflection questions to help guide your thinking and planning in a way that will be specific to your unique situation and the unique needs of your students.

This "Teacher Digital Learning Guide" is part of a series of guides including the " Parent and Family Digital Learning Guide" and " School Leader Digital Learning Guide " intended to support teachers, parents, families, and leaders in leveraging the capabilities of digital tools and resources for teaching and learning.

Other than statutory and regulatory requirements included in the document, the contents of this guidance do not have the force and effect of law and are not meant to bind the public. This document is intended only to provide clarity to the public regarding existing requirements under the law or agency policies. [OET-FY21-02]

Introduction

Digital learning and its supportive technology can help you as a teacher advance learning, mitigate learning loss, and create opportunities for social and emotional engagement. These benefits are possible when you and your students are in the classroom and when you are teaching students who are learning at home. To achieve these goals, access to devices and the internet must be available for you and all your students, and digital learning should be as nimble and accountable as possible.

When school buildings closed across the country in the spring of 2020, there were varying approaches and levels of success in transitioning from an in-person classroom to a remote learning environment. Schools that were able to ensure all students had access to technology had many more options for staying connected and supporting students, parents, and families.

In order to achieve the promise of digital learning, each of your students (and you!) need access to a device, the internet, digital tools and resources, and the skills, norms, and practices to ensure digital learning is empowering, engaging, and productive. While the pandemic has been challenging and uncertain, it has also provided an opportunity to rethink our approach to education and strengthen the partnership among parents, families, teachers, and leaders to best serve our nation's students.

Technology can help you achieve a myriad of teaching, learning, and assessment goals regardless of the educational environment in which you find yourself, whether virtual, fully in- person, a hybrid of the two, or an alternative approach, such as pandemic pods or micro schools.

This guide will help you understand how to use educational technology (EdTech) to support four key goals:

1. Access, Digital Citizenship & Safety, Privacy & Security: Empowering students with the mindsets and skills needed to responsibly use devices and meaningfully, safely, and securely engage in digital learning.

2. Personalize Learning for Students: Meeting individual students' needs through EdTech- supported personalized learning.

3. Collaborate with Parents and Families to Support Students: Engaging parents as full partners in their child's success and connect with students in a virtual, hybrid, or in-person learning environment.

4. Teacher Professional Learning and Well-Being: Building pathways to continually learn and refine strategies for using technology to its fullest potential.

In each section, you will find tips, resources, and questions to help you make the best use of EdTech to support students and learn new skills to add to the timeless educator attributes of creativity, caring for students, and ensuring love of learning.

This section in 30 seconds

In a digital learning environment, students need access to devices, internet connectivity, and skills to support optimal learning. Before implementing digital learning, you should consider how to close digital divides, teach digital citizenship, and maintain privacy and security for the student data created by digital learning tools.

Key Considerations

Before a student can meaningfully engage in digital learning, they need access to a device and the internet. As a professional on the frontlines of an educational landscape that is increasingly digital, it is important for you to have a current understanding of what technology tools are available, what your school can and does provide, and what your families can access. Consider how to be prepared and build in sustainable flexibility based on variations in what your school may provide and what your students can access.

Additionally, you may need an understanding of your school or district's policies on software selection and use, resource sharing and tracking, inventory, and any insurance coverage of devices. If you are involved in the selection and evaluation of software for learning, consider thoroughly vetting tools by conducting rapid-cycle tech evaluations (RCE), and consulting evidence-based product certifications from non-profit organizations such as Common Sense Media, International Society for Technology in Education (ISTE), and Digital Promise.

2. TEACHING DIGITAL CITIZENSHIP & SAFETY

Key Considerations

Although students may use technology in their personal lives, they may not yet have developed the awareness, dispositions, or skills to be responsible and ethical digital citizens. Good digital citizenship refers to the behaviors and actions students need to safely, ethically, and responsibly:

Therefore, as students access the tools needed for digital learning, it is important that they are equipped with the knowledge and understanding of digital citizenship practices.

As a key facet of digital citizenship education, it is important to focus on student safety in the digital space and to incorporate material designed to teach students about an increasingly digital world. This focus will provide them the skills needed to protect their digital identity, develop appropriate communication skills and positive relationships, protect themselves from cyberbullying and potential predators, and understand the mental health and wellness aspects of screen time and making good choices online. You have an important role in helping students safely participate, learn, and create in a digital environment.

Developing your students' digital citizenship skills will require professional learning, intentional learning environment design, and collaboration with their parents and families. As the primary educators of their students, parents and families are essential to successful digital citizenship skill acquisition. Just as you may need additional resources to navigate this transition, your students' parents and families will likely need the same and supporting them will help you leverage them as partners.

3. ENSURING PRIVACY & SECURITY

Key Considerations

You have an important role in protecting the privacy and security of student data online. Students increasingly share personal information online through activities like signing up for accounts. As a result, data about them is collected by devices, internet algorithms, companies, and third parties, which is then at risk to misuse or abuse.

With increased technology comes the need for increased vigilance to protect student privacy. Your school's leadership should provide devices and EdTech tools that have already been properly vetted. Alternatively, your school may have guidance on vetting and adopting tools that meet privacy and security obligations, in accordance with federal law, for the classroom and home access. Make sure you are familiar with available resources that may be shared to help partner with, and educate, parents to keep their students' information safe.

Reference the " Parent and Family Digital Learning Guide " for information on empowering parents in their role in digital learning and working with parents to protect the privacy and security of students.

Federal Laws Governing Privacy and Safety: FERPA, IDEA, and COPPA

The Family Educational Rights and Privacy Act, known as FERPA, is a federal law that, where applicable, among other things, generally prohibits FERPA-covered educational agencies (e.g., school districts) and institutions (e.g., schools) from disclosing personally identifiable information (PII) from the education records of a student without the prior written consent of the student's parent or the "eligible student" herself or himself (i.e., the student if he or she is 18 years or older or attends an institution of postsecondary education). 20 U.S.C. §§ 1232g(b), (h), (i), and (j), and 34 CFR Part 99, Subpart D. FERPA contains specific exceptions to this general consent requirement that are set forth in 20 U.S.C. § 1232g(b)(1)-(b)(3), (b) (5), (b)(6), (h), (i) and (j), and 34 CFR § 99.31. FERPA also generally provides parents and eligible students with the right to inspect and review their education records, and the right to seek to amend information in their education records that is inaccurate, misleading, or in violation of the student's rights of privacy. 20 U.S.C. §§ 1232g(a)(1)(A) and (a)(2), and 34 CFR Part 99, Subparts B and C. For more information regarding FERPA, please visit the U.S. Department of Education's Student Privacy Policy Office's website at https://studentprivacy.ed.gov. Of note, the U.S. Department of Education released guidance to parents on FERPA in April 2020 titled, "The Family Educational Rights and Privacy Act: Guidance for Parents," which is available at https://studentprivacy.ed.gov/sites/default/files/resource_document/file/FERPAGuidanceForParents.pdf. This was aimed at operating during the COVID-19 emergency and in a virtual environment.

The Individuals with Disabilities Education Act (IDEA), where applicable, also contains confidentiality of information provisions that protect PII in the education records of children with disabilities. 20 U.S.C. § 1417(c) and 34 C.F.R. §§ 300.610-300.626. IDEA also generally provides parents with the right to inspect and review their child's education records, and the right to seek to amend information in their child's education records that is inaccurate, misleading, or in violation of the student's rights of privacy. IDEA's confidentiality provisions generally require parental consent for disclosure of PII in education records, to parties other than officials of participating agencies, and generally incorporate the FERPA exceptions to the prior written consent requirement. Note that the IDEA confidentiality of information provisions incorporate some of the FERPA requirements but also include several provisions that are specifically related to children with disabilities. More information about IDEA and FERPA confidentiality provisions is available at https://www2.ed.gov/policy/gen/guid/ptac/pdf/idea-ferpa.pdf.

The Children's Online Privacy Protection Act (COPPA), where applicable, generally gives
parents control over what information is collected about their children online. Under COPPA, schools may, in certain circumstances, provide consent on behalf of parents to the collection of student personal information. The Federal Trade Commission recently clarified that "schools can consent on behalf of parents to the collection of student personal information-but only if such information is used for a school-authorized educational purpose and for no other commercial purpose. This is true whether the learning takes place in the classroom or at home at the direction of the school." More information about COPPA is available at https://ww.ftc.gov/news-events/blogs/business-blog/2020/04/coppa-guidance-ed-tech-companies-schools-during-coronavirus.

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Personalizing learning can promote students' behavioral, cognitive, emotional, and relational engagement; foster student agency (i.e., student initiative, intention, and responsibility in pursuing their education); provide data that can be used to differentiate learning to meet each student's individual needs; and optimize assessment to best document student progress.

Classroom learning has changed, quickly. Learning is now occurring in a variety of environments-synchronous, asynchronous, hybrid and virtual formats, school closures, and limited or rolling grade-level openings-with each impacting the learning experience of students. The current environment has created the demand to support students by leveraging EdTech and tools to empower the individual learner, foster engagement, develop agency and self-directed digital learning, and optimize assessments.

1. EMPOWERING THE INDIVIDUAL LEARNER

Digital learning and technology can move you toward meeting the needs of each student and providing an individualized approach to education. Tailoring support to each student's strengths, interests, learning styles, and time considerations allows for empowering the individual learner by focusing on their competencies and enabling real-time assessment.

Key Considerations

Once you have considered whether students have access to learning materials and resources to support digital citizenship, you can focus on leveraging EdTech to address your students' individual learning needs. Digital technologies, including assistive technologies, can empower students to become drivers of their own learning, deeper thinkers, and stronger collaborators. EdTech can also provide you with supports for personalizing learning by allowing you to tailor assignments that address student interests, creating options for student choice and providing just-in-time feedback.

2. FOSTERING STUDENT ENGAGEMENT

Key Considerations

Digital technologies can be powerful tools to help foster student engagement. Engaging students, either in-school or virtually, includes:

supporting their social and emotional development;

fostering relationships with you and classmates;

partnering with parents, involving families;

building practices such as personalization; and

giving consistent feedback

Learner engagement is made up of multiple components: behavioral, emotional, relational, and cognitive. In your planning, think about how to engage students in different ways.

Behavioral Engagement

Behavioral engagement considers student effort and participation in activities. The use of EdTech in digital environments provides the opportunity to be responsive to students' behaviors. EdTech can yield reports that include the number of interactions with course materials, assignment completion rates, or the extent to which each student participated in virtual discussions and other synchronous sessions.

Emotional and Relational Engagement

Emotional engagement consists of both students' feelings about school and their relationships with others. With emotional engagement, feelings, attitudes, and perceptions toward school activities should be considered through students' level of satisfaction in the class, and the content of assignments.

Relational engagement addresses the connections in the classroom among students and their teacher. For some students, emotional and relational engagement will relate to how their family discusses and encourages schoolwork. In a virtual setting, it is particularly important to be aware of, and monitor, both emotional and relational engagement.

Cognitive Engagement

Cognitive engagement includes students' planning, self-regulation, progress monitoring, metacognition, and reflection while learning. Supporting and tracking this type of engagement through digital participation relies on your ability to gain insight into students' thinking, which underlies their interactions with digital learning.

3. DEVELOPING AGENCY AND SELF-DIRECTED DIGITAL LEARNING

Key Considerations

Ensuring that each student can participate, engage, and learn in the digital space should be the center of your planning for developing agency and self-directed digital learning. When incorporating digital learning and new technology tools into your practice, quality is better than quantity. Start with the tools that are vetted, provided, and supported by your district, and consider how to use them in conjunction with your lesson plan content in a way that makes your students the drivers of their own learning.

It is important to consider optimizing your time, and that of your students, whether you are in an in-person classroom environment, teaching virtually, or in a hybrid model. Hybrid learning environments require thinking about which activities and lesson plan content make the most sense for the in-person, versus virtual, portion of your teaching. Regardless of your students' learning environment, you should ensure they understand the expectations of them and opportunities for digital learning engagement to help them acquire self-direction skills.

4. OPTIMIZING ASSESSMENTS USING DIGITAL LEARNING

Key Considerations

Assessments are critical tools for personalization. In addition to providing you with data about student progress to inform your next move, assessments provide your students with information that builds agency and supports goal setting and self-regulation. Assessments can also help to reveal equity imbalances within your classroom. During times of school closures, assessments are especially important because your daily observation data is minimized.

While virtual learning (learning conducted remotely) presents new challenges for student assessment, the use of digital learning technologies opens new possibilities for assessments. As you develop your assessment plan, determine what you will do with the information from those assessments.

Technology apps can provide frequent formative checks that can guide you and your students in next steps for learning. Likewise, technology enables innovative possibilities for summative assessments by supporting new ways for students to demonstrate their learning in context.

Assessing and grading students based on their mastery of standards or competencies aligned to personal learning pathways provides new assessment opportunities compared to relying on seat time for advancement. Technology-supported assessment can provide flexibility and personalization to help ensure that each student masters a given skill or topic.

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Digital tools can be used to bolster communication with students, parents, and families and increase student engagement in digital learning. By setting clear expectations and maintaining open lines of communication, you can leverage students' support systems both inside and outside of school in ways that are beneficial for students' social and emotional wellbeing.

1. COMMUNICATING WITH PARENTS AND FAMILIES

Key Considerations

When parents and families are involved in education, students are more engaged. Increasing the adoption of digital learning provides new opportunities for parent and family engagement and the development of strong partnerships, especially when students engage in virtual learning from home.

Maintaining a two-way line of communication with parents and families is essential for ensuring clarity. Active listening and empathizing can help establish trust. Make sure families know that you care about their circumstances and will do what you can to meet their child's learning needs. Help parents and families understand the role they can play using straightforward language and deliver messages in ways that are easy to understand.

2. SETTING EXPECTATIONS AND SUPPORT FOR STUDENT PARTICIPATION

Key Considerations

Partnering with parents and families is essential to help students succeed in school, especially when conditions require that learning occur in the home through virtual learning environments. Insight can be gained through engagement and conversation with parents regarding how their children participate. Families can help you learn how to better support your students.

3. SUPPORTING SOCIAL AND EMOTIONAL NEEDS OF STUDENTS

Key Considerations

Emotions and social relationships are essential components that drive learning and academic achievement. Your school is a community space that plays a pivotal role in the social development and mental well-being of students.

To help address these needs in the digital space, whether in the classroom, virtually, or in a hybrid approach, it is crucial that you work to build safe and supportive digital learning communities. Expressly address the social and emotional needs of your students. When working in a virtual learning environment, just as in your classroom, you will need to have strategies to get to know your students, and to foster and build trusting relationships for the digital space.

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The transition to digital learning can, for some, be daunting, but digital tools can be used to ease this transition and equip you with the skills needed to digitize your craft. Digital tools can be used to increase your collaboration with colleagues, open new opportunities for professional development, and potentially automate portions of your work. Focusing on your professional learning and well-being requires intentionality, in collaboration with your colleagues, school administrators, and school system leaders.

Digital teaching, in school or online, requires an additional set of skills beyond traditional teaching, and adapting new practices can be demanding. Maintaining a growth mindset can be helpful, as well as engaging in self-care, and setting boundaries on work, especially if you are supporting digital learning from home. Learn what supports and well-being tools are available to you in your district. Take time to acknowledge and celebrate the new ways you are supporting your students and reflect on what works and what does not work.

Recognize that navigating the changes in school-based, in-person learning, and a home-based distance learning environment requires support from your school, school system, and leadership team. You have a crucial role in researching and accessing resources which will benefit the individual needs of your students in this unique teaching, learning, and assessment journey.

Key Considerations

Professional learning is an ongoing process: learn with and from others. Learning to teach with digital technologies, including student access from home, changes the classroom system and will take time and support from your school and district leaders. Requesting and investing in professional self-development is very important consideration to empower teachers and benefits students.

The burden of transitioning to digital learning can be lessened when colleagues share ideas, capitalize on available tools, and co-create resources. Collaborating with others also provides information and resources that support inquiry and reflection.

NAVIGATING THE FUTURE

As a teacher, you are a valued partner in the development of children's futures. It can be daunting to contemplate your role in your students' education and success in these challenging times.

Yet, the systems of support and information to aid teachers in successfully navigating the current learning environment are deep and broad. It is important to seek and ask for the wealth of research, common resources, and EdTech available from school-based, community, industry, state, and federal sources. Capitalizing on and effectively utilizing technology to personalize learning will help meet the diverse needs of students, improve confidence, and empower and enhance their learning through increased opportunities for authentic engagement and participation.

Optimizing resources and EdTech will also help establish and grow much-needed connection and collaboration with parents, including the opportunity for innovation to reach and support low-resource families, so they may assist their students from home in their digital learning. Incorporating digital citizenship will support and promote academic success, and social and emotional health and wellness of students. Clear and regular communication with all parents and families will help establish mutual understanding and expectations for teaching, learning and assessment in your current learning environment, and as transitions in learning environments occur on the horizon.

As you work to meet the perennial demands on teachers, not only in these historically unparalleled circumstances but in general as well, it is important to seek and drive your own meaningful professional learning. Ask for high-quality professional development, innovate and collaborate with colleagues, and build on or establish new PLCs to address existing and emerging challenges.

Your success and that of your students can be helped tremendously by accessing and effectively using an array of technology, tools, and resources. Know, most of all, that while you are navigating unchartered educational waters- you are not alone, and your efforts on the behalf of your students are valued and appreciated!

LEGAL DISCLAIMER

This document contains resources that are provided for the user's convenience. The inclusion of these materials is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. For the reader's convenience, this document contains examples of potentially useful information. Inclusion of trade names, commercial products, commodities, services, or organizations does not constitute an endorsement nor a preference for these examples, as compared with others that might be available and be presented, by the Department or the U.S. government. Additionally, the discussion herein does not imply an endorsement of any curriculum or learning model. The Department does not in any way direct or control any curriculum or learning model.

ACKNOWLEDGEMENTS

This work was developed under the guidance of senior staff in the U.S. Department of Education, Office of Educational Technology with technical support from Pia Dandiya, Jessenia Guerra, Michael Ham, Kevin Johnstun, and Maile Symonds and contributions from Digital Promise.

The team extends their thanks to a Technical Working Group of education leaders and researchers who provided valuable insights and examples from their experience (listed in alphabetical order by last name):

Jose Blackorby, CAST

Jered Borup, George Mason University

Linda Burch, Common Sense Media

Jon Deane, GreatSchools

Pete Just, Metropolitan School District of Wayne Township

Sarah Pottle, The New Teacher Project

Beth Rabbitt, The Learning Accelerator

Justin Reich, Massachusetts Institute of Technology

Valerie Truesdale, American Association of School Administrators

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Teacher Digital Learning Guide - Office of Educational Technology

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This guide will inform you, as a teacher, as you plan for, implement, and assess technology used for teaching and learning.

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Katowice-Cieszyn. (2019). E-learning Vol.11 E-learning and STEM Education. https://us.edu.pl/wydzial/wsne/wp-content/uploads/sites/20/Nieprzypisane/E-learning-and-STEM-Education-2019-Vol.11.pdf

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UNSW. (2020). GROWING UP DIGITAL AUSTRALIA: PHASE 1 TECHNICAL REPORT. Gonski Institute for Education. https://www.gie.unsw.edu.au/sites/default/files/documents/UNSW%20GIE%20GUD%20Phase%201%20Technical%20Report%20MAR20%20v2.pdf

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unicef. (2022). Cyberbully: What is it and how to stop it. https://www.unicef.org/end-violence/how-to-stop-cyberbullying

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We brought together UNICEF specialists, international cyberbullying and child protection experts, and teamed up with Facebook, Instagram, Snapchat, TikTok and Twitter to answer some of the most common questions about online bullying and give advice on ways to deal with it.

What is cyberbullying?

Cyberbullying is bullying with the use of digital technologies. It can take place on social media, messaging platforms, gaming platforms and mobile phones. It is repeated behaviour, aimed at scaring, angering or shaming those who are targeted. Examples include:

spreading lies about or posting embarrassing photos or videos of someone on social media

sending hurtful, abusive or threatening messages, images or videos via messaging platforms

impersonating someone and sending mean messages to others on their behalf or through fake accounts.

Face-to-face bullying and cyberbullying can often happen alongside each other. But cyberbullying leaves a digital footprint - a record that can prove useful and provide evidence to help stop the abuse.
If you are worried about your safety or something that has happened to you online, you can seek help by calling your national helpline. If your country does not have a helpline, please urgently speak to an adult you trust or seek professional support from trained and experienced carers.

1. Am I being bullied online? How do you tell the difference between a joke and bullying?

All friends joke around with each other, but sometimes it's hard to tell if someone is just having fun or trying to hurt you, especially online. Sometimes they'll laugh it off with a "just kidding," or "don't take it so seriously."

But if you feel hurt or think others are laughing at you instead of with you, then the joke has gone too far. If it continues even after you've asked the person to stop and you are still feeling upset about it, then this could be bullying.

And when the bullying takes place online, it can result in unwanted attention from a wide range of people including strangers. Wherever it may happen, if you are not happy about it, you should not have to stand for it.

Call it what you will - if you feel bad and it doesn't stop, then it's worth getting help. Stopping cyberbullying is not just about calling out bullies, it's also about recognizing that everyone deserves respect - online and in real life.

2. What are the effects of cyberbullying?

When bullying happens online it can feel as if you're being attacked everywhere, even inside your own home. It can seem like there's no escape. The effects can last a long time and affect a person in many ways:

Mentally - feeling upset, embarrassed, stupid, even afraid or angry

Emotionally - feeling ashamed or losing interest in the things you love

Physically - tired (loss of sleep), or experiencing symptoms like stomach aches and headaches

The feeling of being laughed at or harassed by others, can prevent people from speaking up or trying to deal with the problem. In extreme cases, cyberbullying can even lead to people taking their own lives.

Cyberbullying can affect us in many ways. But these can be overcome and people can regain their confidence and health.

3. How can cyberbullying affect my mental health?

When you experience cyberbullying you might start to feel ashamed, nervous, anxious and insecure about what people say or think about you. This can lead to withdrawing from friends and family, negative thoughts and self-talk, feeling guilty about things you did or did not do, or feeling that you are being judged negatively. Feeling lonely, overwhelmed, frequent headaches, nausea or stomachaches are also common.

You can lose your motivation to do the things that you usually enjoy doing and feel isolated from the people you love and trust. This can perpetuate negative feelings and thoughts which can adversely affect your mental health and well-being.

Skipping school is another common effect of cyberbullying and can affect the mental health of young people who turn to substances like alcohol and drugs or violent behaviour to deal with their psychological and physical pain. Talking to a friend, family member or school counsellor you trust can be a first step to getting help.

The effects of cyberbullying on mental health can vary depending on the medium through which it happens. For example, bullying via text messaging or through pictures or videos on social media platforms has proven to be very harmful for adolescents.

4. Who should I talk to if someone is bullying me online? Why is reporting important?

If you think you're being bullied, the first step is to seek help from someone you trust such as your parents, a close family member or another trusted adult.

In your school you can reach out to a counsellor, the sports coach or your favourite teacher - either online or in person.

And if you are not comfortable talking to someone you know, search for a helpline in your country to talk to a professional counsellor.

If the bullying is happening on a social platform, consider blocking the bully and formally reporting their behaviour on the platform itself. Social media companies are obligated to keep their users safe.

For bullying to stop, it needs to be identified and reporting it is key.

It can be helpful to collect evidence - text messages and screen shots of social media posts - to show what's been going on.

For bullying to stop, it needs to be identified and reporting it is key. It can also help to show the bully that their behaviour is unacceptable.

If you are in immediate danger, then you should contact the police or emergency services in your country.

5. I'm experiencing cyberbullying, but I'm afraid to talk to my parents about it. How can I approach them?

If you are experiencing cyberbullying, speaking to a trusted adult - someone you feel safe talking to - is one of the most important first steps you can take.

Talking to parents isn't easy for everyone. But there are things you can do to help the conversation. Choose a time to talk when you know you have their full attention. Explain how serious the problem is for you. Remember, they might not be as familiar with technology as you are, so you might need to help them to understand what's happening.

They might not have instant answers for you, but they are likely to want to help and together you can find a solution. Two heads are always better than one! If you are still unsure about what to do, consider reaching out to other trusted people. There are often more people who care about you and are willing to help than you might think!

6. How can I help my friends report a case of cyberbullying especially if they don't want to do it?

Anyone can become a victim of cyberbullying. If you see this happening to someone you know, try to offer support.

It is important to listen to your friend. Why don't they want to report being cyberbullied? How are they feeling? Let them know that they don't have to formally report anything, but it's crucial to talk to someone who might be able to help.

Anyone can become a victim of cyberbullying.

Remember, your friend may be feeling fragile. Be kind to them. Help them think through what they might say and to whom. Offer to go with them if they decide to report. Most importantly, remind them that you're there for them and you want to help.

If your friend still does not want to report the incident, then support them in finding a trusted adult who can help them deal with the situation. Remember that in certain situations the consequences of cyberbullying can be life threatening.

Doing nothing can leave the person feeling that everyone is against them or that nobody cares. Your words can make a difference.

7. How do we stop cyberbullying without giving up access to the Internet?

Being online has so many benefits. However, like many things in life, it comes with risks that you need to protect against.

If you experience cyberbullying, you may want to delete certain apps or stay offline for a while to give yourself time to recover. But getting off the Internet is not a long-term solution. You did nothing wrong, so why should you be disadvantaged? It may even send the bullies the wrong signal - encouraging their unacceptable behaviour.

We need to be thoughtful about what we share or say that may hurt others.

We all want cyberbullying to stop, which is one of the reasons reporting cyberbullying is so important. But creating the Internet we want goes beyond calling out bullying. We need to be thoughtful about what we share or say that may hurt others. We need to be kind to one another online and in real life. It's up to all of us!

8. How do I prevent my personal information from being used to manipulate or humiliate me on social media?

Think twice before posting or sharing anything on digital platforms - it may be online forever and could be used to harm you later. Don't give out personal details such as your address, telephone number or the name of your school.

Learn about the privacy settings of your favourite social media apps. Here are some actions you can take on many of them:

You can decide who can see your profile, send you direct messages or comment on your posts by adjusting your account privacy settings.

You can report hurtful comments, messages, photos and videos and request they be removed.

Besides 'unfriending', you can completely block people to stop them from seeing your profile or contacting you.

You can also choose to have comments by certain people to appear only to them without completely blocking them.

You can delete posts on your profile or hide them from specific people.

On most of your favourite social media, people aren't notified when you block, restrict or report them.

9. Is there a punishment for cyberbullying?

Most schools take bullying seriously and will take action against it. If you are being cyberbullied by other students, report it to your school.

People who are victims of any form of violence, including bullying and cyberbullying, have a right to justice and to have the offender held accountable.

Laws against bullying, particularly on cyberbullying, are relatively new and still do not exist everywhere. This is why many countries rely on other relevant laws, such as ones against harassment, to punish cyberbullies.

In countries that have specific laws on cyberbullying, online behaviour that deliberately causes serious emotional distress is seen as criminal activity. In some of these countries, victims of cyberbullying can seek protection, prohibit communication from a specified person and restrict the use of electronic devices used by that person for cyberbullying, temporarily or permanently.

However, it is important to remember that punishment is not always the most effective way to change the behaviour of bullies. Sometimes, focusing on repairing the harm and mending the relationship can be better.

10. Technology companies don't seem to care about online bullying and harassment. Are they being held responsible?

Technology companies are increasingly paying attention to the issue of online bullying.

Many of them are introducing ways to address it and better protect their users with new tools, guidance and ways to report online abuse.

But it is true that more is needed. Many young people experience cyberbullying every day. Some face extreme forms of online abuse. Some have taken their own lives as a result.

Technology companies have a responsibility to protect their users especially children and young people.

It is up to all of us to hold them accountable when they're not living up to these responsibilities.

11. Are there any online anti-bullying tools for children or young people?

Each social platform offers different tools (see available ones below) that allow you to restrict who can comment on or view your posts or who can connect automatically as a friend, and to report cases of bullying. Many of them involve simple steps to block, mute or report cyberbullying. We encourage you to explore them.

Social media companies also provide educational tools and guidance for children, parents and teachers to learn about risks and ways to stay safe online.

Also, the first line of defense against cyberbullying could be you. Think about where cyberbullying happens in your community and ways you can help - by raising your voice, calling out bullies, reaching out to trusted adults or by creating awareness of the issue. Even a simple act of kindness can go a long way.

The first line of defense against cyberbullying could be you.

If you are worried about your safety or something that has happened to you online, urgently speak to an adult you trust. Many countries have a special helpline you can call for free and talk to someone anonymously. Visit United for Global Mental Health to find help in your country.

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Cyberbullying: What is it and how to stop it

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What teens want to know about cyberbullying

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aifs. (2018). Online safety. https://aifs.gov.au/cfca/publications/online-safety

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Creative Conspiracy (CC). [Creative Conspiracy (CC)]. (2012, May 16). Child Focus 'E-Safety' [Video]. YouTube. https://www.youtube.com/watch?v=d5kW4pI_VQw

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Daniel Morcombe Foundation Inc [Daniel Morcombe Foundation Inc]. (2021, September 7).

Australia’s Biggest Child Safety Lesson - Early Years and Junior Primary [Video]. Youtube. https://www.youtube.com/watch?v=bUz9X4n_B9s

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Australia’s Biggest Child Safety Lesson - Early Years and Junior Primary

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Daniel Morcombe Foundation Inc. [Daniel Morcombe Foundation Inc]. (2020, June 25). Australia's Biggest Child Safety Lesson 2020 [Video]. YouTube. https://www.youtube.com/watch?v=eriLnbEJ0K0

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Australia's Biggest Child Safety Lesson 2020

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Play School. (2021).

Play School's Kiya's Excellent eBirthday. ABC. https://www.abc.net.au/abckids/shows/play-school/extension-ideas/kiya-ebirthday/12172742

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Play School’s Kiya’s Excellent eBirthday

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It’s the countdown to Kiya’s big birthday party and there is so much to do! Kiya and her Play School family go online to make all the arrangements.

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(link cited in Gagen-Spriggs, 2022)

Common Sense Education. (n.d.). Digital Citizenship Curriculum. https://www.commonsense.org/education/digital-citizenship/curriculum

These are lessons on Digital Citizenship k-12.

Gagen-Spriggs, K. (2022). ETL523: Digital Citizenship in Schools [Module 1.1]. ETL523, Interact2. https://interact2.csu.edu.au

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Pros/Cons of Python and things it can do

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Pros/Cons of Python and things it can do

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MacLeod, C. (2021). Embedded Python: Build a Game on the BBC micor:bit. Real Python. https://realpython.com/embedded-python/

Subjects it explores:

What is Python?

Benefits of using Python

What is embedded development?

Pros/Cons of using Python

Setting it up

Software options

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Embedded Python: Build a Game on the BBC micro:bit – Real Python

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In this tutorial, you’ll learn about embedded development, an exciting area of programming that allows you to bring your code into the physical world. You’ll learn about your options for writing embedded Python code and build a basic game using the BBC micro:bit.

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RISE MODEL (facilitators - formative and summative assessments)

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RISE MODEL (facilitators - formative and summative assessments)

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Wray, E. (2018). RISE MODEL. https://static1.squarespace.com/static/5f18f806c8fc704bb1677e3a/t/5f8eea7dcb75d2716d2dc6e6/1603201661843/RISE-Model-Facilitator-EmilyWray.pdf

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Wray, E. (2018). RISE MODEL. https://static1.squarespace.com/static/5f18f806c8fc704bb1677e3a/t/5fa40fb4db07c64449d3ffcd/1604587444588/RISE-Model-Projects-EmilyWray.pdf

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Wray, E. (2011). RISE MODEL. https://static1.squarespace.com/static/5f18f806c8fc704bb1677e3a/t/5f56aa2e7db55519627945ef/1599515182866/RISE-Model-SelfEvaluation-EmilyWray.pdf

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Wray, E. (2011). RISE MODEL. https://static1.squarespace.com/static/5f18f806c8fc704bb1677e3a/t/5f56a9f36993cf0a0fed9ddd/1599515124548/RISE-Model-Peer-EmilyWray.pdf

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RISE (Reflect, Inquire, Suggest, Elevate)

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RISE (Reflect, Inquire, Suggest, Elevate)

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Wray, E. (2020). THE RISE MODEL IS A PROCESS TO STRUCTURE AND FACILITATE THE GIVING AND RECEIVING OF MEANINGFUL FEEDBACK. https://www.risemodel.com/

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The RISE Model is a process to structure and facilitate the giving and receiving of meaningful feedback. There are various versions of the model to support peer/colleague critiques and self-evaluations.

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NSW Government Website. (2021). Introducing student peer assessment. https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/peer-and-self-assessment-for-students/introducing-student-peer-assessment

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It is important to involve students when defining or clarifying the learning success criteria. By collaborating with the teacher on this, students can start to understand what 'quality' means in relation to a learning task or goal.

Define success criteria with students

Involve students in deciding the success criteria using the following process.

1. Brainstorm

Ask students to brainstorm a list of possible 'look‐fors' for a learning task or goal.

Select a task or activity that is familiar to students, for example setting class rules, identifying components of a science investigation, descriptive writing or taking notes

Have students brainstorm success criteria ('look‐fors') for quality performance:

Use the Think‐Pair‐Share‐Square and ask, What would it look like to do this well?

Record all responses from the students during the brainstorm.

Discuss to elicit students' understanding, to clarify meaning and to build consensus on the success criteria.

Guide the discussion and, if necessary, add your own success criteria to ensure that the list reflects what is significant to a successful performance.

Use samples and exemplars to guide the development of 'look fors'.

2. Sort and categorise

Involve students in sorting and categorising success criteria. Sorting and categorising helps to refine success criteria, deepen students' understanding of 'what to look for', and ensure that the criteria are organised in user‐friendly categories.

Sorting and categorising helps students to remember, prioritise and internalise the success criteria. It can also increase students' commitment to the instructional goals (Rolheiser & Ross, 2001).

Clustering 'like' success criteria under a single heading helps students to identify aspects of their work that need improvement, while prioritising and limiting the number of success criteria they need to attend to.

3. Share and display the success criteria

Make the success criteria available for all to see. Sharing and displaying success criteria makes the 'look‐fors' visible to students during the learning. The success criteria can be listed in many ways using templates, checklists, anchor charts, and/or rubrics depending on the purpose and nature of the learning activity.

4. Add, revise and refine

Review and revise the descriptors and the language of the success criteria if necessary.

Reviewing success criteria as students are learning provides opportunities for the teacher and students to:

further clarify the 'look‐fors'

prioritise those success criteria with greatest impact on the learning

add additional success criteria based on new learning

ensure that success criteria facilitate meaningful feedback

readily highlight next steps.

5. Use design rubrics where suitable

Rubrics can be used in a student‐centred environment as an assessment tool to deepen understanding and improve learning.

Engage students in co‐developing a rubric, where applicable, so that the language used in the descriptors and qualifiers will be student friendly and make it easier for students to give specific descriptive feedback, identify concrete next steps and set individual goals.

Alternatively, you can ask students to:

examine a rubric you have designed (or one they will use) to identify a descriptor they understand and a descriptor they don't understand

ask them to try to rewrite both descriptors in student‐friendly language

engage them in a class discussion and have them share their observations after the discussion

ask them to include the revised criteria in the rubric, giving specific feedback on what was done well and what needs to improve.

Teach students to apply success criteria

As with any new learning, peer assessment needs to be taught through explanation, modelling and demonstration. It can take time but benefits students in the long-term. To teach students how to apply success criteria:

Co-develop some rules for peer assessment, make them explicit and ensure that students understand and use these when peer-assessing, for example:

respect the work of others

identify successful features

think about the learning intention and the success criteria when suggesting improvements

make positive suggestions.

Identify an assessment skill, for example, offering descriptive feedback on a written piece of work, or a criterion (for example, correctly uses noun/pronoun references) that you wish to target.

Use a 'think-aloud' strategy to model providing feedback on an anonymous sample of work.

Be explicit as you model, pointing out to students how you are structuring your comments to identify something that was done well, an area for improvement and a suggestion for how to improve.

Ask students to give you feedback using the peer assessment rules that have been co-developed.

As you model, use assessment language such as: learning intention; success criteria; descriptive feedback, rubric.

Emphasise how all of the feedback you are giving is connected to the success criteria.

Demonstrate the use of cover sheets, checklists, feedback forms, colour coding/highlighting etc., that you require the students to use.

Samples can take many forms and come from a variety of sources. Forms include artefacts, projects, presentations, research papers, and performances in oral, written and video form. Sources can include the previous years' work, texts, teacher resources, professional publications.

Choose samples of forms and from sources that directly relate to your work with your students.

Begin compiling a collection of samples:

use anonymous samples

remove student identification from the work

don't limit samples to pencil-and-paper products, video recordings of performances, such as a volleyball serve or a speech also provide valuable evidence of learning

collect samples that show a range of performance on specific success criteria

giving students samples of stronger and weaker performances enables them to continue refining their understanding of the success criteria

devise a strategy for gathering and storing quality samples to meet the different purposes of assessment.

Samples can be used to:

show evidence of expected outcomes

guide improvements

compare and contrast work with samples prior to submission of the final product

help generate success criteria when brainstorming

model how to apply success criteria

practise applying success criteria.

Guide students as they apply success criteria

While progress may appear to be slow and incremental at first, students quickly move towards independent practice with appropriate guidance. Tips for providing guidance:

As students give feedback to one another, provide feedback on the 'quality' of the information that is being shared. That is, give feedback on students' feedback. Students become increasingly confident and competent in giving descriptive feedback linked to the success criteria if they receive guided practice.

After explaining, modelling or demonstrating an aspect of peer assessment:

have students practice in pairs using an anonymous sample

observe and circulate giving feedback and support related to the peer assessment criteria.

As students become more confident, allow them to practise using each other's work. Start small - it could be applied to a particular criterion or a section of the work.

Have students indicate who has assessed the work by initialling the work, checklist, cover sheet, etc. This allows you to follow up with further peer assessment support if necessary.

Support students with peer assessment

It's useful to give students a template to help them stay on track when peer-assessing and giving feedback to their student peers. Start in a simple way and then work towards suggesting improvements. For example:

1. Start with a checklist of success criteria for the task and have the peer assessor determine whether 1 or 2 predetermined criteria have been met and/ or what the student achieved or did well on. For example:

1. Feedback on meeting Criteria 1 - what was done well?

2. Feedback on meeting Criteria 2 - what was done well?

2. The peer assessor identifies criteria that have been met and if there are areas for improvement - what worked well and even better if / what could be improved.

3. The peer assessor offers some suggestions for improvements.

Offer prompts

Sentence starters and prompts can increase a student's confidence and comfort when giving feedback to peers.

Prompts provide the descriptive language and ensure that students have the appropriate focus when assessing work. These can be co-developed with students. Start simple and work towards improvement suggestions.

What was done well:

What can be improved:

Next steps for improvement:

You did a good job when...

You could work harder on...

Would you consider changing...?

References

Ontario Ministry of Education (2010), Department of Education & Training Victoria, Rolheiser & Ross (2001)

Learn more

Department resources

Other resources

NESA - NSW Education Standards Authority (opens in a new window)

AITSL - Australian Institute of Teaching and School Leadership (opens in a new window).

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It is important to involve students when defining or clarifying the learning success criteria. By collaborating with the teacher on this, students can start to understand what 'quality' means in relation to a learning task or goal. Involve students in deciding the success criteria using the following process.

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ais:nsw. (2020). Conversations: Exploring Digital Pedagogy: The Role of the iPAC Framework. the Evidence institute. https://www.aisnsw.edu.au/Resources/WAL%204%20%5BOpen%20Access%5D/Role%20of%20iPAC%20Information%20Sheet.pdf

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Education Matters. (2019). Introducing the Digital Technologies curriculum. https://www.educationmattersmag.com.au/digital-tech/

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James Curran, Director of the National Computer Science School, explains why digital literacy is critical to maintaining a functioning society and the workforce.

The introduction of Digital Technologies is perhaps the most disruptive curriculum change that Australia has seen in many years, especially in primary. Teachers will need substantial support and professional development to teach it confidently and correctly.

Many educators will be unfamiliar with the knowledge and skills that the new Digital Technologies curriculum entails. The curriculum is ambitious and will stretch teachers, but the learning and engagement opportunities will be rewarding for students and educators who embrace it.

The Australian Curriculum: Digital Technologies is a new subject within the Technologies learning area that Australian schools will teach in Foundation to Year 8, with an elective for Year 9 and 10 students.

Digital Technologies was first endorsed in September 2015. Most jurisdictions have started teaching the subject, with reporting required in 2018. The NSW Education Standards Authority, which sets and monitors teaching standards for all schools in the state, is currently developing the NSW technology syllabuses for K-6 and Year 7-8, with no indication of first delivery - my guess is 2019.

Digital Technologies is a new name signifying a new approach to computing education - with a focus on introducing deeper intellectual disciplines, not just digital literacy or specific technologies.

In the Australian Curriculum, Digital Technologies and the ICT capability explicitly define the minimum expectation that every Australian child has the opportunity to not only develop digital literacy, but also discover the fundamental ideas and skills of computer science and information systems.
Concepts and vocabulary
In my experience as an educator, many teachers are uncomfortable with the Digital Technologies vocabulary.

However, many concepts, such as representation and algorithms, and the umbrella term, computational thinking, are ideas that every teacher has taught implicitly in Mathematics, Science, English, and the Arts.

Many educators are understandably apprehensive about teaching computer programming or coding for the first time (from Year 3). Coding and debugging require considerable effort to master, and teachers will need to invest in developing their own skills to teach them confidently.

However, there are many engaging websites, apps and activities designed to help inexperienced educators teach coding.
Teachers who are prepared to explore and learn with their students, supported by these activities, can shift their role from delivering content to modelling learning behaviour.
What is a digital technology?
The Australian Curriculum glossary defines a digital technology as:
"Any technology controlled using digital instructions, including computer hardware and software, digital media and media devices, digital toys and accessories, and contemporary and emerging communication technologies.

These technologies are based on instructions given, using binary (0 or 1) code, that invariably mean one or more processors are present to respond to these instructions. Computers, smartphones, digital cameras, printers and robots are all examples of digital technologies.

When something is digital, it means that data is stored, manipulated, or transmitted as binary digits (a 0 or 1). A digital system is any system that creates, processes, or transmits data in digital form.

Nearly every intelligent device we interact with is a digital system or is controlled by one. This isn't just the obvious devices: computers, tablets, and phones. They control everything - from the small (toys, household appliances, and medical devices), to the big (cars, planes, and buildings), and the huge (transport networks, industrial plants and the internet).

Digital technologies have transformed our lives because:
* We can store, process and transmit data in digital form faster, and on a larger scale, than any other technology in human history (speaking, writing, or printing)
* We can describe a wide range of problems for the data we can collect or create, solve them by manipulating that data, and (sometimes) actuate change in the physical world

In Digital Technologies, students not only study the use of these digital technologies (digital literacy), but also the fundamental concepts, skills and dispositions from computer science and information systems. Mastering these ideas gives students the capacity to create and exploit future digital technologies to their fullest potential, rather than simply consume them.
Why is studying Digital Technologies important?
Digital Technologies have completely reshaped how we go about every aspect of our lives:
* Financial: our jobs, online shopping and banking, automated trading
* Social: email, mobiles, Facebook, Snapchat, Instagram, Skype, blogs
* Political: electronic voting, grassroots movements (Arab Spring)
* Recreational: computer games, streaming video and music, augmented reality (Pokémon Go), fitness and activity monitoring (FitBit)
* Educational: free access to information, web search (Google), collaborative resources (Wikipedia), online learning (Khan Academy) and MOOCs, learning analytics
* Ethical: privacy and cyber security, data protection (Facebook, the census)

Technologies affect how we engage with each other as individuals and as a society. For better or worse, Digital Technologies will continue to disrupt our lives.

Teaching Digital Technologies also plays a role in solving challenging problems. It provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation.
Career opportunities
Careers in Digital Technologies continue to be professionally rewarding and well remunerated. Talented IT graduates are in high demand and will remain so for the foreseeable future. At the same time, many service jobs are under threat from automation.

The Queensland DET's #codingcounts discussion paper predicts 40 per cent of Australian jobs are at more than 70 per cent risk of being automated in the next 10-15 years.

The Australian Computer Society and Deloitte Access Economics report on Australia's Digital Pulse predicts that demand for ICT workers in Australia is forecast to increase by 80,000 workers over six years to more than 722,000 workers in 2022.

However, Digital Technologies is not just about creating the next generation of computer scientists, software developers or system administrators. Not everyone will become a full-time programmer, but they will find Digital Technologies skills critical in a wide range of other careers.
Intellectual and creative value
Because IT products have transformed many aspects of our lives, it is easy to get caught up in the hype for digital technologies.

In many ways, computing education is also a victim of this transformation. We have made digital systems so affordable, powerful, easy to use, and ubiquitous that students and their parents often think they are digital natives, and know "how a computer works".

And while we should not undervalue the skills students have developed, such as interacting on social media, their digital literacy has gone backwards in recent years, and it is unclear that they have developed any deeper understanding of computing.

Digital Technologies has a lot to offer as a challenging intellectual and creative pursuit. Unfortunately, the existing focus on digital literacy and technology, rather than deeper concepts and skills, has exacerbated this perception of computing as an easy, unchallenging subject and future career path. This could not be further from the truth - computer science and software engineering are among our most difficult, creative and collaborative pursuits.
Future-proofing the curriculum
The writing process for the Technologies learning area commenced in October 2010, with the draft curriculum published in 2013, and final endorsement in September 2015.

In some jurisdictions, students will not see Digital Technologies for the first time until 2019, and they won't finish the mandatory bands until 2027 and school until 2031. That means the current curriculum won't see students finish until more than 20 years after the writing process began - almost prehistoric times in computing terms.

To put it in perspective, 20 years ago, in 1997:
* There were no smartphones - one of the most popular mobiles was the Nokia 5110
* Google was just founded (1998), but AltaVista was the most popular search engine.
* There was no Facebook (2004), Twitter (2006), Instagram (2010), Snapchat (2011)
* Microsoft introduced Windows 98 in 1998

Digital technologies have changed enormously in that time - and changed our world. A curriculum focused on (or even mentioning) specific technologies would be incredibly out of date by then.

What hasn't changed are the fundamental concepts of computer science and information systems.

Although our understanding of these fields continues to grow, the fundamentals have largely remained the same since the first general purpose computer (ENIAC - Electronic Numerical Integrator And Computer) was developed in the mid-1940s and will continue to be true long into the future.

Students still need to know how to type efficiently and ergonomically (despite speech to text systems), and how to structure a document and use styles correctly, but now they also learn to text rapidly using just their thumbs on their smartphones and can consult or update a Google Doc on the run.
Get started now
The most important thing is to recognise that Digital Technologies is a big change from existing computing education - it is much more than digital literacy (the ICT capability), and so teachers and school leaders cannot take a business as usual approach.

Schools need a strategy to give all relevant teachers the time, resources, and support to engage with the new subject in a meaningful way, so they can develop their confidence and skills in the concepts, technology and pedagogy necessary to fully realise the potential of Digital Technologies and ultimately thrive in a world where mobile devices have become ubiquitous.
Resources to help implement the curriculum
There are many fantastic resources and professional development programs available to help teachers and school leaders get started with Digital Technologies. The Federal Department of Education and Training is supporting a number of initiatives as part of coding across the Curriculum and the National Innovation and Science Agenda. These include:

* the Digital Technologies Hub

* the Australian Digital Technologies Challenges

* the University of Adelaide CSER MOOCs

The Digital Technologies Hub (DT Hub) is an online repository of resources for teachers, students, school leaders, and parents focused on the Digital Technologies curriculum. It is a great starting point for teachers who are new to Digital Technologies.

The DT Hub contains resources specifically created for the Australian Curriculum, including videos explaining the key concepts, detailed lesson ideas for particular content descriptions, and case studies from schools around Australia. It also includes existing resources and activities curated and classified for the content descriptions they cover. Teachers can filter activities by band level, integration with other learning areas, or browse activities by broad topics.

Australian Digital Technologies Challenges (aca.edu.au)

The Australian DT Challenges are free in-classroom activities designed to address the most technically challenging aspects of the Year 5-6 and 7-8 bands of Digital Technologies. They are developed by curriculum experts in the Australian Computing Academy (ACA) at the University of Sydney.

Each challenge provides online and unplugged learning resources, engaging, authentic, real-world problems, modular lesson plans and online training and support for teachers. Some of the DT Challenges are integrated with other learnings areas. Year 5 and 7 students have free access to a learning platform that enables self-paced learning with immediate, intelligent feedback.

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Introducing the Digital Technologies curriculum

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James Curran, Director of the National Computer Science School, explains why digital literacy is critical to maintaining a functioning society and the workforce. The introduction of Digital Technologies is perhaps the most disruptive curriculum change that Australia has seen in many years, especially in primary.

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QCAA. (2022). P-10 Digital Technologies teaching and learning resources. Queensland Government. https://www.qcaa.qld.edu.au/p-10/aciq/learning-areas/technologies/digital-technologies/teaching

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P-10 Digital Technologies teaching and learning resources

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Teachers select and sequence teaching and learning experiences and strategies to provide opportunities for students to engage with all aspects of the curriculum, developing their understanding and skills.

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ACARA. (n.d.). Digital Technologies. https://australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/?year=12983&year=12984&year=12985&strand=Digital+Technologies+Knowledge+and+Understanding&strand=Digital+Technologies+Processes+and+Production+Skills&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

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Rationale
This rationale complements and extends the rationale for the Technologies learning area.
In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the benefits of information systems are exploited ethically.

Aims
In addition to the overarching aims for the Australian Curriculum: Technologies, Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs

Structure
The Australian Curriculum: Digital Technologies (F-10) comprises two related strands:

Digital Technologies knowledge and understanding - the information system components of data, and digital systems (hardware, software and networks)

PDF documents
Resources and support materials for the Australian Curriculum: Technologies are available as PDF documents.
Digital Technologies: Sequence of content
Technologies: Sequence of achievement

Band Description Content Descriptions Achievement Standards Work Samples Expand all

Foundation to Year 2

Foundation to Year 2 Band Description

Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.

By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.

In Foundation - Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.

Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.

Students describe how information systems meet information, communication and/or recreational needs.

Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.

Foundation to Year 2 Content Descriptions

Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005 - Scootle )

Foundation to Year 2 Achievement Standards

By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list the features of technologies that influence design decisions and identify how digital systems are used.

Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range of sources and recognise patterns in data. Students record design ideas using techniques including labelled drawings, lists and sequenced instructions. They design solutions to simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies contexts. Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the environment. They safely create solutions and communicate ideas and information face-to-face and online.

By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.

Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.

Foundation to Year 2 Work Sample Portfolios

Years 3 and 4

Years 3 and 4 Band Description

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community.

By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games.

In Year 3 and 4, students explore digital systems in terms of their components, and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation.

Using the concept of abstraction, students define simple problems using techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills from initially following prepared algorithms to describing their own that support branching (choice of options) and user input. Their solutions are implemented using appropriate software including visual programming languages that use graphical elements rather than text instructions. They explain, in general terms, how their solutions meet specific needs and consider how society may use digital systems to meet needs in environmentally sustainable ways.

With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.

Years 3 and 4 Content Descriptions

Years 3 and 4 Achievement Standards

By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used.

Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

Years 3 and 4 Work Sample Portfolios

Years 5 and 6

Years 5 and 6 Band Description

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses.

By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.

In Year 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems.

They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent.

When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems.

Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information.

Years 5 and 6 Content Descriptions

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This rationale complements and extends the rationale for the Technologies learning area. In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the benefits of information systems are exploited ethically.

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ACARA. (n.d.). STEM Report. https://australiancurriculum.edu.au/resources/stem/stem-report/

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Datta Victoria: Design and Technology Teachers Association. (2022). STE(A)M Resources. https://datta.vic.edu.au/content/steam-resources

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Design & Technologies is the ideal curriculum area to deliver STEAM programs. Our students use their knowledge of applied sciences and maths, design-based learning and systems thinking to develop creative solutions to real world problems.

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PD course on Digital Citizenship (Educator/Pre-service teachers)

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PD course on Digital Citizenship (Educator/Pre-service teachers)

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Student Wellbeing Hub. (2020). Professional Learning Courses. Commonwealth of Australia or Education Services. https://studentwellbeinghub.edu.au/educators/professional-learning-courses/?courseType=pre-service

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Professional Development for Teachers | Student Wellbeing Hub

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Broaden your abilities, and strengthen your professional knowledge - all while providing the best possible care for your students.

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LEARN71. (n.d.). Micro:bit - Micro Pet. https://learn71.ca/wp-content/uploads/2018/08/micro-bit-for-pets.pdf

In this lesson, students not only code the micro:bit, but make pets out of different materials to apply the micro:bit. Code + arts and craft.

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Carlborg, N., & Tyren, M. (2017). Introducing micro:bit in Swedish primary schools - An empirical design research on developing teaching material for training computational thinking in Swedish primary schools. Chalmers Open Digital Repository. https://odr.chalmers.se/handle/20.500.12380/252630

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Introducing micro:bit in Swedish primary schools - An empirical design research on developing teaching material for training computational thinking in Swedish primary schools

Examensarbete för masterexamen

Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.12380/252630

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

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Introducing micro:bit in Swedish primary schools - An empirical design research on developing teaching material for training computational thinking in Swedish primary schools Examensarbete för masterexamen Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.12380/252630 Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

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Biddy, Q., Gendreau Chakarov, A., Bush, J., Hennessy Elliott, C., Jacobs, J., Recker, M., Sumner, T., & Penuel W. (2021). A professional development model to integrate computational thinking into middle school science through codesigned storylines. Contemporary Issues in Technology and Teacher Education, 21(1). https://citejournal.org/volume-21/issue-1-21/science/a-professional-development-model-to-integrate-computational-thinking-into-middle-school-science-through-codesigned-storylines

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A Professional Development Model to Integrate Computational Thinking Into Middle School Science Through Codesigned Storylines – CITE Journal

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Modern scientific inquiry increasingly depends on computation and computational tools to collect, analyze, and visualize streams of data and to develop models to explain phenomena and create solutions for problems (Foster, 2006). Yet, in many school districts the study of computing is often isolated…

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Inclusive Education. (n.d.). Guide to Universal Design for Learning. New Zealand Government. https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework/

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Suggestion for implementing the strategy Find out about UDL within the Guide to Universal Design for Learning

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UDL Guidelines (Israel, Lash, & Ray, 2017)

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UDL Guidelines (Israel, Lash, & Ray, 2017)

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Israel, M., Lash, T., & Ray, M. (2017). Universal Design for Learning within Computer Science Education. https://ctrl.education.ufl.edu/wp-content/uploads/sites/5/2020/05/Copy-of-UDL-and-CS_CT-remix.pdf

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ADCET. (2022). Universal Design for Learning (UDL) in Tertiary Education. https://www.adcet.edu.au/our-work/udl-elearning

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Australia's first free online training course in Universal Design for Learning (UDL) was created specifically for staff in the Higher Education and Vocational Education and Training Sector.

Universal Design for Learning (UDL) is a learning design approach that recognises there is no 'average' learner. Learners come with a wide variety of prior experiences, abilities, preferences and needs. Courses are often designed for the 'average' learner, then individualised adjustments are added as required to support learners with additional needs. A UDL approach requires course design to consider the broadest possible range of needs and preferences of all learners. UDL reduces the need for reasonable adjustments and enhances the experience of all learners, including those with disability.

Universal Design for Learning (UDL) is a mindset. When applied to learning, UDL enables inclusive curriculum design, development and delivery. It embraces learner variability, designs for it and reduces barriers to learning; creating a greater sense of belonging and empowers learners.

Enrol now in the free online UDL in Tertiary Education eLearning course developed by ADCET and the NDCO Program, to increase your understanding of designing, developing, and implementing UDL into your teaching practice.

If you are interested in accessing the SCORM files for your institution please register your interest . This will enable you to integrate the eLearning directly into your Learning Management System so that you can track and manage staff training enrolments and completions.

The training will also provide you with access to UDL resources, checklists and templates, information about learning design and accessibility, opportunities for ongoing professional learning and access to networking and collegial conversations with your peers.

Further Universal Design for Learning information and resources are available via the Inclusive Teaching/Universal Design for Learning section in ADCET.

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Australia's first free online training course in Universal Design for Learning (UDL) was created specifically for staff in the Higher Education and Vocational Education and Training Sector. Universal Design for Learning (UDL) is a learning design approach that recognises there is no 'average' learner.

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Cast. (2022). About Universal Design for Learning. https://www.cast.org/impact/universal-design-for-learning-udl

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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NSW Government Website. (2021). Universal Design for Learning planning tool. https://education.nsw.gov.au/teaching-and-learning/learning-from-home/teaching-at-home/teaching-and-learning-resources/universal-design-for-learning

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Universal Design for Learning planning tool

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This tool will assist teachers with lesson planning, teaching and assessment for all students in their classroom when learning from home.

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Microsoft MakeCode Arcade. (n.d.). My Projects. https://arcade.makecode.com/

This is a similar interface to the micro:bit MakeCode page. If you would like to code the Meowbit, this is a great place to start. It has tutorials (video and interactive) for coding games.

You can still use this to teach coding without the meowbit hardware. This would be more like a coding game/interactive tutorial.

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Develop your programming skills by quickly creating and modding retro arcade games with Blocks and JavaScript in the MakeCode editor

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Little Bird Electronics. (2022). Crowtail STEAM Edu Kit for Micro:bit. https://littlebirdelectronics.com.au/products/crowtail-steam-edu-kit-for-micro-bit-without-micro-bit-board

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The Crowtail STEAM Edu Kit for Micro:bit contains 12 common Crowtail modules, it's a great way to build innovative projects to learn programming and electronics. All of the Crowtail modules have a standard 4 pin connectors,so it's easy to plug them into the base shield to realize your ideas. It's fully compatible with micro:bit, so program it using Microsoft Makecode or Python is easily.

About micro:bit

The micro:bit is a pocket-size microcontroller, it has an onboard accelerometer, a compass, an accelerometer, BLE (Bluetooth Low Energy), two programmable push buttons, and an array of LEDs. Just use a graphical programming interface, like Microsoft Blocks, or program it use the mu interface in Python. The BBC micro:bit is specially designed for those who what to learn programming but lack of experiences, it could be your first choice to get started with programming.

What you will get

Various Crowtail modules: Equipped with 12 common Crowtail modules, such as buzzer, LED, sound sensor and etc, which allows to make interesting projects.

Detailed tutorial: 17 innovative projects and 17 missions for you to get started step by step.

Plug and play: No soldering required, build your circuit in minutes.

What projects you can build

Basic projects with micro:bit

Make a tilt direction to know which direction you are tilting the micro:bit.

Use the radio on micro:bit make a telegraph, then send messages to your friends.

Build circuits with Crowtail modules

Image a situation, your classmate fell into sleep in the class, he won't wake up only if you shake him and call his name.

Build a circuit to detect the magnet, the LED will blink when it approaches to a magnetic field.

These projects shown above are just a few of our tutorial, if you have successfully completed all the projects, try to finish our missions.

The 9G servo and buzzer need large current to drive, so please use the battery case to power for micro:bit when you make projects with 9G servo or buzzer.

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Crowtail STEAM Edu Kit for Micro:bit - without Micro:bit board

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The Crowtail STEAM Edu Kit for Micro:bit contains 12 common Crowtail modules, it's a great way to build innovative projects to learn programming and electronics. All of the Crowtail modules have a standard 4 pin connectors,so it's easy to plug them into the base shield to realize your ideas.

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Little Bird Electronics. (2022). STOP:bit - Traffic Light for BBC micro:bit [KI-5642]. https://littlebirdelectronics.com.au/products/stop-bit-traffic-light-for-bbc-micro-bit

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The STOP:bit for the BBC micro:bit is the ultimate upgrade for traffic light/pedestrian crossing projects. Not only does it make coding the project a breeze, the board is supplied pre-assembled so you don't even need to fire up the soldering iron. Love it or hate it, variations of the pedestrian crossing project have been around for decades. When I did mine, it was on a 6502 EMMA board and coded with Assembly and it also included a level crossing. Thankfully, tapping low level programming languages into a hexadecimal keypad is now a thing of the past. The Kitronik STOP:bit is a purpose built accessory that can only lead to a more enjoyable project with a nicer looking end result.

The STOP:bit is a bolt-on/clip-on board for the BBC micro:bit replicating a traffic light. The PCB has been designed to have the same physical features of a traffic light, with the addition of a BBC micro:bit as the pedestrian crossing control box. The STOP:bit has 3 10mm diameter LEDs. Each of these LEDs is driven from one of the BBC micro:bit IO pins. Power to the LEDs is supplied from the BBC micro:bit connections. STOP:bit is supplied with 4 countersunk screws which gives you the option of bolting the microbit directly onto the STOP:bit. Alternatively, crocodile clips can be used between the pads on the STOP:bit and the corresponding pads on the microbit.

If your scope is larger than a single traffic light, you can use the microbits radio module to communicate with other lights if they also have a microbit attached. This is great for exploring traffic management in a town or city.

We have also had some custom blocks added to the MakeCode Editor to make the job of coding this project much more simple. This will allow you to do this project in class with younger students. This is further reinforced by STOP:bit being pre-assembled, so there is no soldering or fiddly mechanical fixings, other than those used to secure the microbit, to worry about. However, you are not confined to using our custom blocks, you can also use the 'digital write pin' block.

To add our custom blocks to the editor; Click on the cog in the top right of the editor and select 'Add Package' from the menu. This will open a dialog window with a search box. Type Kitronik into the search box and all of our custom blocks will appear as tiles. Scroll down and select the tile tittled 'kitronik-stopbit' and it will be added to the blocks menu.

Features:

Upgrade your microbit traffic light/pedestrian crossing projects.

Code it with the Microsoft MakeCode Editor.

We have added some custom blocks to the MakeCode Editor to make the job of coding more straightforwards, which opens up the project to younger children.

Attach the BBC micro:bit directly to STOP:bit for a tidy wireless project.

It comes pre-assembled and looks great.

If using multiple STOP:bits you can use radio to coordinate traffic management.

Contains:

1 x STOP:bit for the BBC micro:bit

5 x M3 8mm Countersunk Screws.

5 x M3 Hex Full Nut.

Dimensions:

Length: 120mm.

Base Width: 38mm.

Height: 15.6mm.

PCB Thickness: 1.6mm.

Requires:

BBC micro:bit.

Type-A to Micro-B USB Cable.

MakeCode Editor.

Resources:

Datasheet.

Demo Code for programming in MicroPython is available from GitHub.

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STOP:bit - Traffic Light for BBC micro:bit

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The STOP:bit for the BBC micro:bit is the ultimate upgrade for traffic light/pedestrian crossing projects. Not only does it make coding the project a breeze, the board is supplied pre-assembled so you don't even need to fire up the soldering iron. Love it or hate it, variations of the pedestrian crossing project have been around for decades.

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MakeCode Arcade. (n.d.). My Projects. https://arcade.makecode.com/

On the main page there is a tutorial called "walking hero". It allows students to follow an interactive lesson. In this tutorial, students create a sprite character and make them move in a simple way.

(Note: this is not a microbit coding program. A Meowbit is the best hardware to pair with this interface.)

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Develop your programming skills by quickly creating and modding retro arcade games with Blocks and JavaScript in the MakeCode editor

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Microsoft MakeCode. (2021). Game Jam in a Box. https://arcade.makecode.com/gamejam/lessons/box

This specifies how to set up a friendly game design competition based on the MakeCode Arcade.

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What is a game jam?

A game jam is a friendly competition for participants to make and showcase games centered around a specific theme. A game jam can be run in the classroom or as part of a coding camp as a fun challenge where individuals or teams can practice their game development skills.

The Game Jam in a Box resources are all you need to run a game jam yourself.

Some examples of previous MakeCode Arcade game jams are listed below:

Preparing to host a game jam

See the following overview for suggested preparation and activities. Each of these steps is presented in detail in the downloadable teacher preparation document and customizable presentation deck linked below.

Plan

1. Determine prerequisites for your participants.
2. Review available materials
3. Establish Game Jam theme
4. Determine timeline and rules
5. Create a rubric that communicates components of a successful game
6. Prepare your participants
7. Suggest prerequisite activities for participants based on experience level

Build

Encourage participants, pairs, or teams to build a game in MakeCode Arcade that aligns with your theme.

Submit

Participants share their completed MakeCode Arcade games using the method you specify

Share/Showcase

Will there be judging, or will you award prizes or certificates?
Consider:
* Most creative sprite
* Best game play
* Best illustrates assigned theme
* People's choice

How will you showcase the games created?
Consider:
* Classroom show and tell
* Online web page linking all games
* School newsletter
* Community celebration
* Social media shoutouts

Thinking about theme

Computer Science is helping to solve some of the toughest problems we're facing in the world - like combating infectious diseases, reducing the effects of climate change, and distributing resources to those in need. This makes a game jam a perfect opportunity to apply computing skills to any topic - social good, local community cause, academic subject area, or physical/mental health issue.

Timeframe

Game Jams typically run for a couple weeks. However, you can decide what timeframe works best for you. A game jam can be for any length of time - from an hour, to several weeks!

Rules

Below are some rules that have been used for game jams in the past. Determine the rules and rubric for your game jam.

Games must be built using MakeCode Arcade (they can be written in Blocks or JavaScript/Python)

Your game must relate to the jam theme. Someone playing your game should be able to see how it relates to the theme without explanation.

Keep the games PG: no inappropriate, offensive, or excessively violent content

Be creative and have fun!

Submit

Decide how participants will submit their games to you.

Submit a link - Students can click the share button at the top right of the MakeCode Arcade editor page, then select Publish project. They can copy and paste the resulting link in an email or document.

Share

Publish

Submit a file - Students can click the save button at the bottom of the MakeCode Arcade editor page to download a .png file of their project. They can copy this file to a fileshare location or email it to you. You can import this file (or just drag and drop it) into MakeCode Arcade.

Celebrate

Will you just be awarding participation certificates or calling out specific projects for their creativity, complexity, or alignment with the assigned theme? Download, customize and award certificates of achievement.

Educator Resources

If you're a teacher, we got you covered! Here are some additional resources to get you started:

Resources

Block Documentation: General documentation for MakeCode Arcade blocks

Sharing Code: How participants in groups can share their code with each other

Forums: We have forums for educators to ask questions or share MakeCode tips and tricks

Twitter: The team can be contacted on our forums or Twitter account.

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A game jam is a friendly competition for participants to make and showcase games centered around a specific theme. A game jam can be run in the classroom or as part of a coding camp as a fun challenge where individuals or teams can practice their game development skills.

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Microsoft MakeCode. (2021). Global MakeCode Arcade: Game Jam 2021. https://arcade.makecode.com/gamejam/global-2021

This was a competition which featured meowbit games around the theme of climate change.

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The theme for 2021 was Climate Crisis

The climate crisis has become more urgent than ever. In the past few years, we have witnessed record-breaking temperatures, intense floods, storms, drought, and wildfires as they devastate communities around the world. As global citizens, the first step in tackling climate crisis is deepening our understanding of the issue.

Hundreds of participants created games that help others understand the impact of behaviors on our planet and how we must take bold action immediately. Games focused on the way humans impact the melting of the ice caps or ideas for renewable energy, share your knowledge of the climate crisis and encourage those playing to take action in their own lives!

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The climate crisis has become more urgent than ever. In the past few years, we have witnessed record-breaking temperatures, intense floods, storms, drought, and wildfires as they devastate communities around the world. As global citizens, the first step in tackling climate crisis is deepening our understanding of the issue.

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Hour of Code - (using Meowbit) (MakeCode, 2021)

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Hour of Code - (using Meowbit) (MakeCode, 2021)

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Microsoft MakeCode. (2021). Save the Forest. https://arcade.makecode.com/hour-of-code-2021

This Meowbit interactive coding game has a sustainability angle.

Real word connections

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Microsoft MakeCode Arcade Hour of Code™ 2021

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Save the Forest!

Technology and Computer Science is everywhere in the world around us. And it's helping to solve some of the toughest problems we're facing in the world.

For this year's Hour of Code™, let's look at how computers and technology can help combat forest fires.

Code a game with Microsoft MakeCode Arcade that recreates the conditions for a forest fire, and then code your fire-fighting airtanker plane to spray water and put out the flames!

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Microsoft MakeCode Arcade Hour of Code™ 2021

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Join us in celebrating this year's Computer Science Education Week by playing, designing and coding your very own retro arcade games!

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Microsoft MakeCode Arcade. (n.d.). My Projects. https://arcade.makecode.com/

This is a similar interface to the micro:bit MakeCode page. If you would like to code the Meowbit, this is a great place to start. It has tutorials (video and interactive) for coding games.

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Develop your programming skills by quickly creating and modding retro arcade games with Blocks and JavaScript in the MakeCode editor

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Little Bird Electronics. (2022).

Kittenbot meowbit (Programmable Handheld game console, micro:bit compatible) [LB-LS1379]. https://littlebirdelectronics.com.au/products/kittenbot-meowbit-programmable-handheld-game-console-micro-bit-compatible

Like an upgraded version of the micro:bit, but it's a game console hardware so it's limited to game functions. That said, the MakeCode Arcade site used to code this hardware can be used to make games without the micro:bit. The games are still functional on the MakeCode interface without the need to use the meowbit hardware. I am including it as a another way for students to interact with code with a physical game console.

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Meowbit is a card-sized graphical retro game computer with allows you coding with Makecode arcade and Python. In other words, it can use combines game programming with hardware devices.

Meowbit is a card-sized graphical programming video game console designed for teenagers. It contains 1.8' full-color screen, 6 x programmable buttons ,1 x buzzer, built-in light sensor, temperature sensor, SD card slot (For external storage), multiplayer connector and edge connector. Especially the edge connector could access most micro:bit expansion boards. We recommend using Robot:bit for Mewobit, it can help you create a robot quickly.

Features

● 160 x 128 full-color TFT LCD provides a more vivid interactive interface

●Easy to use graphical programming, learning while playing experience through game programming

●Cross-cutting functions including hardware and software

●Abundant hardware resources made infinite possibility possible

●Support multi-platform including Makecode arcade, Kittenblock, scratch3.0, MicroPython; support multi-language

●Support diagraming, showing the data changing of the sensors more intuitive

Hardwares

1. Charging/work indicator
2. Light sensor
3. Power switch
4. Programmable led x 2
5. Reset
6. DFU mode button
7. 160 x 128 TFT color screen
8. Temperature sensor
9. Direction button x 4
10. Buzzer

11. Button A/B
12. Compatible with micro:bit's 40 PINs Goldfinger
13. USB program download port / charging port
14. SD card slot (Use for store programs or extend wireless modules)
15. Multiplayer Connector
16. mp6050 gyroscope
17. 3.7V lithium battery package interface
18. MCU
19. 2MByte SPI-flash (default download Unicode character table)
20. Signature area

Parameters

●MCU：STM32F401RET6, 32-bit ARM Cortex M4 core

●Operating voltage: 3.3V

●Supply voltage：USB(5V), Lithium battery pack(3.7~4.2V)

●Output current: 500mA(max)

●Dimensions: 52x76x12(mm)

● MacOS, Windows7 and above

Programming mode

●Makecode Arcade graphical programming mode

●MicroPython programming mode

Scenarios

Part List

Meowbit x 1

Silicone Sleeve for Meowbit x 1

Not included: 6x40x20mm 3.7V 450mAh Lithium Ion Battery with JST 2.0mm PH, 2-Pin connectorx1

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Kittenbot meowbit (Programmable Handheld game console, micro:bit compatible)

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Meowbit is a card-sized graphical retro game computer with allows you coding with Makecode arcade and Python. In other words, it can use combines game programming with hardware devices. Meowbit is a card-sized graphical programming video game console designed for teenagers.

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Little Bird Electronics Mini Piano (2022)

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Little Bird Electronics Mini Piano (2022)

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Little Bird Electronics. (2022). Mini Piano Module  for Micro:bit [LB-LS0801]. https://littlebirdelectronics.com.au/products/mini-piano-module-for-micro-bit

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Feeling musical? Limited by the lack of sound on your micro:bit?

This fun little module will add light and sound to your micro:bit project.

It has 13 capacitive touch keys which you can use as a mini piano to unleash your inner Mozart!

There are 4 WS2812B RGB LEDs controlled by a single signal pin and has other GPIO pins broken out for easy expansion.

Dimension: 85mm x 56mm

Operating voltage: 3.3V

Micro:bit not included

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Feeling musical? Limited by the lack of sound on your micro:bit? This fun little module will add light and sound to your micro:bit project. It has 13 capacitive touch keys which you can use as a mini piano to unleash your inner Mozart!

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MakeCode. (2020). AUSBOARD_Factory. https://makecode.microbit.org/75320-95304-75059-98650

This is the code for the AUSBOARD.

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Made with ❤️ in Microsoft MakeCode for micro:bit.

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Little Bird Electronics. (2022). AusBoard for Micro:bit [LB-AUSBRD]. https://littlebirdelectronics.com.au/products/ausboard-for-micro-bit

This is a light up board of Australia

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Light up Australia with the AusBoard.

This board is designed and made here in Sydney and has eight WS2812 RGB LEDs. Each one can be lit up from your Micro:bit and you can use colour to represent different data.

Learn the state capitals, represent temperature data, show population percentages there are so many potentials for this board.

Check out our code here! Please note this code is based on the V2 of the Micro:bit and plays the national anthem! It will work on the V1, just without the pretty tune.

Package includes AusBoard only. You will need a micro:bit, cable and battery pack.

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Light up Australia with the AusBoard. This board is designed and made here in Sydney and has eight WS2812 RGB LEDs. Each one can be lit up from your Micro:bit and you can use colour to represent different data. Learn the state capitals, represent temperature data, show population percentages there are so many potentials for this board.

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Little Bird Electronics. (2022). Microbits. https://littlebirdelectronics.com.au/products?q=microbit

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Shop Microbits online at Little Bird. With a large selection of brands and daily deals, selecting the right one is easy.

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cd-soft educational resources. (2022). BBC micro:bit. https://cdsoft.com.au/collections/bbc-micro-bit

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The BBC micro:bit (aka the microbit) is a pocket-sized codeable computer which is super easy to use and can be used across the curriculum, not just STEM subjects. It is a great programmable platform for anyone of any age.

Hello!: You can use your BBC micro:bit for all sorts of cool creations, from robots to musical instruments - the possibilities are endless.

Easy Peasy: It can be coded from any web browser in Blocks, Javascript, Python, Scratch and more; no software required.

Get Inspired: We have over 200 different activities and resources to try, from easy experiments to creative coding challenges.

NEW Microphone: Sense sound and transform projects with the microphone.

NEW Power Indicator

NEW Speaker: Make sound and bring your micro:bit to life with the speaker.

NEW Notched Edge Connector: Connecting Alligator Clips has never been easier. The new notched design allows you to connect the clips from above and keeps it securely clipped to the board.

NEW Touch Sensitive Logo: Program the god micro:bit logo to respond to your touch.

NEW Power Off: You can now power you micro:bit off by simply pushing and holding down the power button.

BBC micro:bit comparisons

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The BBC micro:bit (aka the microbit) is a pocket-sized codeable computer which is super easy to use and can be used across the curriculum, not just STEM subjects. It is a great programmable platform for anyone of any age.

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sammat education. (2022). micro:bit CLUB v2. https://sammat.education/products/microbit-club

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Meet the new BBC micro:bit

Now with speaker and microphone!

Same great features, easier ways to use sound and touch to get creative in the classroom!

Perfect for sharing the micro:bit with friends, the micro:bit club is a 10 pack containing all the pieces needed to enjoy micro:bit in STEM groups, coding clubs, school classes, scouts, guides and cubs or any other social gathering (contains 10 BBC micro:bits, 10x USB cables, 10 x battery holders & 20x AAA batteries).

The micro:bit is a pocket-sized computer that you can code, customise and control to bring your digital ideas, games and apps to life. Measuring 4cm by 5cm, and designed to be fun and easy to use, users can create anything from games and animations to scrolling stories at school, at home and on the go - all you need is imagination and creativity.

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Back in stock end of April 2022! Meet the new BBC micro:bit Now with speaker and microphone! Same great features, easier ways to use sound and touch to get creative in the classroom!

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pakronics. (2022). Micro:bit. https://www.pakronics.com.au/collections/micro-bit-buy-australia-reseller-pakronics-kits

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The BBC Micro:bit is a pocket sized codeable computer for schools. It is jam packed with motion detection, a built-in compass, LED display and Bluetooth. Why good for Education: Every child can have their own! If you are running a coding club or want to use in a classroom or simply want to learn or teach coding & electronics?

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mta. (2022). BBC micro:bit V2 - Club - Set of 10 incl Battery Pack and USB Cable - MTA Catalogue. https://www.teaching.com.au/product/ELE7591#

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Introducing the new BBC micro:bit Go V2! Get creative with the new micro:bit now with built-in speaker and microphone! The BBC micro:bit V2 Club includes 10 sets of the micro:bit, 10 USB cables and 10 battery holders plus batteries.

micro:bit is a pocket-sized codable computer that is simple and easy to use. The versatility of the micro:bit allows it to be scaled from ages young as 7 years old, all the way through to university and beyond. Thanks to this affordable platform students all over the World are able to learn the skills of the future such as, critical thinking, problem solving and entrepreneurship.

micro:bit helps you become a confident coder, from beginner to confident user and beyond! Select the programming tool that is right for you, from block coding with Microsoft MakeCode or Scratch to text-based programming with Python.

micro:bit V2 classroom allows you to manage whole class coding lessons in minutes. Easily manage students' work when programming with micro:bit and make programming lessons more productive.

With plenty of lesson resources for teachers, you can complete editable computing units of work and resources with cross-curricular links for art, science, geography and more. The lesson plans are divided into primary year ages (ages 7-11) and high school ages (ages 11-14).

Features of the new micro:bit:

Inputs and outputs: micro:bit has plenty of input devices, such as the two buttons, the light sensor, temperature sensor, acceleration sensor and magnetism sensor. The main output device is the LED display. Your micro:bit can also send and receive information by radio, so it's both an input and an output device. You can also add input and output devices using the pins on the microbit.

Processor: The processor is the brain of the computer, and the micro:bit has a micro processor inside it. It receives inputs, runs the programs you write and gives outputs.

LEDs: An LED, or light-emitting diode is an output device that gives off light. Your BBC micro:bit has a display of 25 LEDs for you to program.

Buttons: Buttons are a very common input device. The micro:bit has two buttons you can program, and a reset button. Simply press them to trigger an action.

Accelerometer: An accelerometer is a motion sensor that measures movement. The accelerometer in your BBC micro:bit detects when you tilt it left to right, backwards and forwards and up and down.

Temperature sensor: A temperature sensor is an input device that measures temperature. Your BBC micro:bit has a temperature sensor inside the processor which can give you an approximation of the air temperature.

Compass: A digital compass is an input sensor that detects magnetic fields. Your BBC micro:bit has an inbuilt compass that can detect the direction in which it is facing. The compass has to be calibrated before it can be used to ensure the compass results are accurate. This happens automatically the first time you use the compass in a program.

Touch logo - NEW! With the new micro:bit, you can use the gold logo as another input in your projects. It's like having an extra button. The touch logo uses capacitive touch, sensing tiny changes in electrical fields to know when your finger is pressing it - just like your phone or tablet screen. You can trigger events in your programs when you press it like a button, but also when you first touch it, when you let go and if you press it for longer.

Sound: Your BBC micro:bit can be programmed to make a wide variety of sounds - from single notes, tones and beats to your own musical compositions.

Speaker - NEW! The new micro:bit has built-in speaker, which makes it really easy to add sound to your projects. Any micro:bit sound project will work with the speaker, but with the new micro:bit you can also express yourself with some new sounds: make your micro:bit giggle, greet you or let you know when it's sleepy or sad. You can also mute the speaker and sound will still come out of the pins so you can still enjoy micro:bit music on headphones connected to GND and pin 0. In MakeCode, use the music block 'set on-board speaker off'.

Microphone - NEW! The new micro:bit has a built-in microphone. You can use it as a simple input - make your micro:bit turn the lights on when you clap. It can also measure the amount of sound, so you can make a noise level meter or disco lights that beat in time with music. The microphone is on the back of the new micro:bit, and on the front you'll find a new microphone LED next to the hole that lets the sound in. It lights up to show you when your micro:bit is measuring sound levels.

Radio: Radio is a way of sending and receiving messages and BBC micro:bits can use radio waves to communicate with each other.

Pins: On the bottom edge of your BBC micro:bit there are 25 gold strips, called pins. These pins allow you to really get creative. You can create circuits, connect external things like buzzers and motors and make your own fun projects.

USB interface: USBs, or Universal Serial Buses, are are used to connect, communicate and power computers and digital devices. The BBC micro:bit V2 has a USB interface to allow you to connect your computer to your micro:bit V2 using a micro USB cable and power your micro:bit V2.

Software Overview:

From beginning coders to advanced programmers, micro:bit can be
programmed by a programming tool that is right for your students

Microsoft Makecode:

Perfect for the beginner, the colour-coded blocks are familiar to anyone
who's previously used scratch. Swtich to Javascript to see the textbased
code behind the blocks.

Scratch:

Loved by many teachers and students all over the world, integrate your
micro:bit into Scratch projects. You'll need a laptop or computer with
Bluetooth and Scratch Link installed.

Python:

Deepen programming skills through text-based coding. Easy to start
learning, yet powerful enough to be used in areas like data science and
machine learning

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BBC micro:bit V2 - Club - Set of 10 incl Battery Pack and USB Cable - MTA Catalogue

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Introducing the new BBC micro:bit Go V2! Get creative with the new micro:bit now with built-in speaker and microphone! The BBC micro:bit V2 Club includes 10 sets of the micro:bit, 10 USB cables and 10 battery holders plus batteries. micro:bit is a pocket-sized codable computer that is simple and easy to use.

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mta. (2015). Bee Bot Activity Guide. https://www.teaching.com.au/resources/static/main/pdf/2015-bee-bot-activities-lr-au.pdf

This is a cross-curriculum activity guide:

Science

Maths

Geography

History