Technologies Falkirk

• Identifies the key components of different types of digital technology.

• Logs on to a preferred device with a given password.

• Identifies icons for different applications.

• Opens and close a pre-saved file.

• Identifies and consistently use the close icon.

• Uses digital technologies in a responsible way and with appropriate care.

From Education Scotland National Improvement Hub “What digital learning might look like”:

When learning about how things work learners might:

* Play at a ‘tinker table’ or ‘exploration station’ where they can explore and experiment with a variety of digital devices,
such as: alarm clocks, cameras, stopwatches, calculators, BeeBots and old computers or phones

* Investigate what is inside different devices using a range of tools and instruments, such as: microscopes, shaving brushes to dust over, magnifying glasses or screwdrivers.

* Suggest the possible faults and solutions to broken devices, for example: “The BeeBot is full of sand because it took a long turn into the sandpit.” 

* Look at online resources that support their understanding of how things work, such as: CBeebies ‘Maddie’s Do You Know’

From Education Scotland National Improvement Hub “What digital learning might look like”:

When learning about sharing ideas with pictures and videos learners might:

* Gather examples of landmarks and people in the local community by taking screen shots from Google Earth or Apple Maps Flyover
* Capture photos and videos from a trip out in the local community and then collate and discuss these back at the nursery/class. Learners can then discuss what the image will be used for and if the learners have permission to use or share the image
* Use multimedia apps, such as Draw and Tell or Chatterpix Kids to express their thoughts and demonstrate their understanding by recording their voice and adding it to a photo to create an animation
* Choose what images and videos are shared on school blogs or social media that communicate the learners’ experiences
* Record different types of video, including slow-motion and time lapse, to support investigations in STEM learning, such as: a Venus FlyTrap catching a fly, a spider spinning webs or gravity races with dropped objects.
* Use digital a device to share media to present information/ideas to their peers, for example a photograph slide show or piece of video recorded on a digital camera/mobile device to the rest of the class, for example: Adventure Ted, home learning, special news from home (family would share the media with educators first)

From Education Scotland National Improvement Hub “What digital learning might look like”:

When learning about understanding routines and procedures learners might:
* Explain their daily routines by creating a digital book, using an app such as Our Story, including photo, voice and video content to bring their routines to life. Learners might describe steps and instructions and order them logically, for activities like the snack routine or getting ready for gym
* Make selections on an interactive board, for example: choosing from lunch menu by dragging and dropping food choices or sharing preferences during voting activities, such as Walk to School Week or Scottish Book Trust

From Education Scotland National Improvement Hub “What digital learning might look like”:

“When learning about imaginative play learners might:

* Play with programmable devices and technology, such as BeeBots and mobile devices, to experience the wonder of technology. This could then lead to learners solving problems in a relevant context to their play, for example: can they help the Gruffalo’s Mouse (BeeBot in disguise) find his way back home to the deep dark wood – using simple directional language to guide the Beebot along a path?”

From Education Scotland National Improvement Hub “What digital learning might look like”:

“When learning about technology that helps us, learners might:

* Explore a range of technology that provides support and makes life easier for them and others in society. Learners could start by exploring how the technology we have can provide instructions without text, such as text-to-speech (Immersive Reader) or talking buttons, or help us understand different languages with translation tools, such as Microsoft Translate app”