Flow of Activities
Activity New and old
How have telephones changed overtime?
Australian Curriculum Alignment
- Digital Systems (ACTDIK001)
What's this about?
Current digital systems such as computers, smartphones, tablets and laptops have evolved over time.
The typewriter was replaced by digital systems such as a computer and word processing software.
Telephones have evolved over time into versions that are portable such as mobile phones and, more recently, smartphones. A smartphone is a mini computer and has many more functions than simply making voice calls as was its only function in the past. A smartphone can be used to capture, edit and store photographs and videos. They can be used to play music and video clips. They can connect to the Internet and be used to send and receive emails and SMS’s and they can be used to access and interact with a wide range of mobile apps. They can also be used to operate global positioning systems (GPS) so people can navigate from one location to another.
Learning tasks
- Provide students with images and/or artefacts of technology and household items past and present such as old phones, typewriters, slates, quills, clocks, floppy discs, audio cassette recorder, gramophone, film projector, video tape, cassettes.
- Ask students to consider the function of each item and describe how each has changed over time.
- Ask students to compare a smartphone and its functionality to telephones of the past. Students record and share their ideas. Identify features that have stayed the same and functions that are new or have changed.
- Present the pictures of telephones as a game; for example, order these in correct chronological order.
Supporting Resources
Lesson Ideas
Assessment
Suggested approaches may include
- Level of engagement in discussions
- Recorded ideas on Smartphone functionality
Activity Compare old and new
Why does technology get better over time?
Australian Curriculum Alignment
- Digital Systems (ACTDIK001)
What's this about?
Technology has changed over time. Many of these changes have improved the way we work, communicate, play and travel.
The Internet provides us with ready access to information. The connectivity provides opportunity to do online shopping and banking and stay in touch with instant communication.
Many homes these days have access to tablet computers. These ‘mobile computers’ include a camera for stills and video, and a microphone. The touchscreen has eliminated the need for a mouse or keyboard.
Learning tasks
- Explore and compare the use of older technology with the use of current technology. For example, if possible, locate and use a typewriter to compose a letter. Compare that with using a desktop computer and a print out.
- Discuss how technology improves over time and reasons for these improvements. For example, in the past computers were not portable so this technological change has enabled us to stay connected anytime, anywhere.
- Play a simple game where students in teams compete to be the fastest to locate certain facts. Teams are divided according to with or without technology e.g. encyclopaedia or using a computer and a search engine such as Google. Students compare the findings e.g. which method is fastest?
- Locate a handicam or video camera and compare the use of this to the camera functionality of a tablet or smartphone.
- View a video or DVD and compare with watching a G-rated program on Netflix, YouTube or similar. Discuss steps required and system (technological) requirements for each example.
- Compare an older style desktop computer with a tablet device or laptop.
Supporting Resources
Assessment
Suggested approaches may include
- Presentation of a particular peripheral device
Activity Using a digital system
What software should I use?
Australian Curriculum Alignment
- Digital Systems (ACTDIK001)
What's this about?
This section integrates ICT capabilities with their exploration of digital systems.
Software consists of the applications that make the computer work and tell it what to do.
- Word processing software enables the user to type reports and stories and include images and tables.
- Spreadsheet software enables a user to present data and information graphically and use simple formulas such as Auto sum.
- Email software enables a user to send and receive messages including attaching files.
- Graphics and drawing applications enable the user to create digital images that can be inserted into other applications.
- Digital games are a form of software that allow the user to interact with a virtual world.
- Photo editing software enables the user to add effects to their photos.
Learning tasks
- Students further develop their understanding of digital systems including hardware and software and their purpose.
- Discuss familiar tasks and suggest how a digital system may be used to undertake the task, for example:
- recording attendance (a tablet device and spreadsheet)
- writing a story (computer and word processing software with spellcheck)
- drawing a picture (a tablet and graphics package)
- sending a letter by post (sending an email).
- Discuss the benefits of using a digital system.
- Provide opportunities for students to select relevant familiar software to undertake a particular task using a curriculum context.
Assessment
Suggested approaches may include
- Demonstration of using a particular software for its intended purpose
- Checklist of student capability to use familiar software
Activity Choosing a digital system
What devices connect to a digital system?
Australian Curriculum Alignment
- Digital Systems (ACTDIK001)
What's this about?
A computer is a common digital system. A tablet device, laptop and smartphone are also digital systems.
The digital system uses hardware and software component to enable a user to complete specific tasks.
Hardware refers to the physical parts of the computer that you can touch. In a desktop computer it includes the case (or tower), the monitor, keyboard and mouse.
The software are the applications that make the computer work and tell it what to do. These might include word processing and presentation software, a drawing program, photo editing, video playing and other applications.
Peripheral devices can be connected to the computer.
Learning tasks
- Review students’ understanding of hardware and software.
- Set students the task of identifying and presenting a digital solution to solve a specific problem. Compare the suggested digital solution with the way this might have been solved in the past.
- Suggestions include:
- ‘I want a way to record my fitness activity to see if I’m improving.’ (e.g. time the activity with a stopwatch and compare over time with the use of wearable technology such as a Fitbit.)
- ‘I want to listen to my music as I walk around my local area.’ (e.g. compare the iPod with a smartphone and Internet service.)
- ‘I need help to find the street where my friend lives and receive directions to follow.’ (e.g. read a hard copy map compared with mapping software and smartphone.)
- Evaluate the usefulness of the digital solution compared with a past technology.
Supporting Resources
Assessment
Suggested approaches may include
- Presentation of a particular peripheral device
