Embedded Files
DT and the NZ Curriculum
DT and the NZ Curriculum
Please Note: most of the information on this pagewas sourced from publicy available sources, with links provided where appropriate.
Figure 1: The Structure of the NZ Curriculum Technology area.
Source: https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Learning-area-structure
Current Structure of the Curriculum (09/23)
Digital Technology (DigiTech) is part of the Technology area of the revised NZ Curriculum.
As the diagram on the left shows, there are three overarching strands in the Technology area: technological practice, technological knowledge, and the nature of technology. These strands provide the organising structure for achievement objectives used in three of the technological areas (Designing and developing materials outcomes, Designing and developing processed outcomes, Design and visual communication), and underpin progress outcomes for the other two areas, Computational thinking for digital technologies (CT), and Designing and developing digital outcomes (DDDO). These latter two areas are generally what is referred to as the DigiTech curriculum by many practitioners.
Check out nzcurriculum.tki.org for more information.
Reference:
Te Kete Ipurangi. (2017). Technology in the NZC.
https://technology.tki.org.nz/Technology-in-the-NZC
CT vs DDDO
CT vs DDDO
Computational thinking is about understanding the computer science principles that underlie all digital technologies, and learning how to develop instructions, such as programming, to control these technologies.
Designing and developing digital outcomes is about understanding that digital systems and applications are created for humans by humans, and developing knowledge and skills in using different digital technologies to create digital content across a range of digital media. This part of the curriculum also includes learning about the electronic components and techniques used to design digital devices.
Progress Outcomes
Progress Outcomes
The Computational Thinking (CT) and Designing and Developing Digital Outcomes (DDDO) areas of the NZ Curriculum have specific Progress Outcomes (POs) instead of achievement objectives. These progress outcomes describe the significant learning steps that students take as they develop their expertise in each area. There are 6 POs for CT and 8 for DDDO - for both areas, the last 3 POs align with NCEA.
For my learners, the most relevant POs are probably PO 1-3 for CT, and 1-2 for DDDO, but this can vary for different students/settings.
I have added the ones I work with most frequently below each diagram for your information. To learn more about POs, please visit this page at tki.org.
The diagrams below show the alignment between the progress outcomes for each area and New Zealand Curriculum levels. The uneven spacing of the progress outcomes reflects the different learning and time required for each outcome.
Reference:
Te Kete Ipurangi. . (2018). Progress Outcomes.
https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes
Progress Outcomes and NZ Curriculum Levels for CT
Progress Outcomes and NZ Curriculum Levels for CT
CT Progress Outcome 1
Break down (decomposition) a familiar process into a set of precise and unambiguous instructions.
Create precise, unambiguous, step-by-step process (algorithmic thinking).
Test process
Identify mistakes and fix the process (debugging).
Use a code to represent these instructions in a process.
CT Progress Outcome 2
Break down a problem (decomposition) and create a coded process to solve it (output).
Give, follow, and fix (debug) step-by-step coded processes (algorithms).
Recognise step-by-step processes must be in a specific order (sequencing).
CT Progress Outcome 3
Break down a problem and create a process to solve it (algorithms with outputs).
Use logical thinking to predict what the process will do.
Understand that there can be more than one process to solve same problem.
Look for patterns in the process where looping (iteration) can be applied.
Coded processes to include information given (inputs), an end result (outputs), sequence (in order), and iteration (using a loop to repeat part of the algorithm).
Understand binary digits.
Progress Outcomes and NZ Curriculum Levels for DDDO
Progress Outcomes and NZ Curriculum Levels for DDDO
DDDO Progress Outcome 1
Students participate in teacher-led activities to develop, manipulate, store, retrieve, and share digital content in order to meet technological challenges
Identify digital devices and their purposes and explain what makes them digital
Know how to use some applications
Identify the inputs and outputs of a system
Have some understanding of the role digital devices play in our everyday lives
DDDO Progress Outcome 2
Make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques
Understand that digital devices impact on humans and society and that both the devices and their impact change over time
Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system
Select from an increasing range of applications and file types to develop outcomes for particular purposes
Digital Technologies vs E-Learning
Digital Technologies vs E-Learning
Figure 4: Digital Technologies vs e-Learning.
Source: https://elearning.tki.org.nz/Media/Images/e-Learning-vs-Digital-Technologies
Digital technologies vs e-learning/ICT capabilities infographic
It can be confusing to distinguish between digital technologies and e-learning. They are related, but they are not the same.
This excellent infographic created by Professor Tim Bell at UC for the Kia Takatū ā-Matihiko | Digital Readiness programme is an excellent display/resource for identifying which is which.
View large version of infographic
Reference:
Te Kete Ipurangi. (n.d.). Learning vs Digital Technologies. https://elearning.tki.org.nz/Media/Images/e-Learning-vs-Digital-Technologies
Further DT Curriculum Links
Further DT Curriculum Links
English-medium:
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.
https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
Hangarau Matihiko for Māori-medium:
Ministry of Education. (2008). Te Marautanga o Aotearoa. Wellington: Learning Media.
https://tmoa.tki.org.nz/Te-Marautanga-o-Aotearoa
Page updated
Google Sites
Report abuse