Info-what? Developing visual literacy through infographics
This site manages to pull the educational value of info-graphics, into content that is also broad in nature. The links to ACARA are a delightful list of researched relevance, already done!
ACARA has a focus on visual literacy and information management within the curriculum. These elements cross KLA's and include English, Science, Maths and History.
All in all, the three ways to use info-graphics in the classroom was shown.
These are:
1. As a source of information (students and/or teachers can construct visual info-graphics to present knowledge in a summarised way; to show relationships, conclusions and connections that might otherwise be missed)
2. As a tool to teach visual and creative literacy (students could write a persuasive text and also create a persuasive multimodal text, like an info-graphic. Students could also deconstruct negative examples of these in order to understand their worth and power)
3. As a way for students to express their own data or the data of others on a particular topic
If I was to create an info-graphic on the core elements underpinning the concept of the binary code, i would have to connect straight to the Australian Curriculum as back up to my ideas about place value and positional notation being the number one underpinning element. Below shows my understanding that this would be introduced, in it's simplest form, in Year 3 as a minimum, but my instincts would say that Year 4 would be the ideal teaching year.
Mathematics / Year 3 / Number and Algebra / Number and place value / ACMNA053
Apparently there is a company that will provide teaching online to Australian students. It is called Learnables. These are the programs that they will teach children to master:
CSS, HTML, Javascript, WordPress, Android, iOS, Ruby, Photoshop.
SCRATCH is a program that I would use to introduce younger students to the ideas of coding, without the need for place value knowledge. If a student could animate their name using the program, they are being introduced to the concept of coding information to create a desired outcome using digital technologies. They can design interactive cards, create story boards or games.
I feel, as though the language used will change, but the student will be familiar with the concept. Instead of code, the language surrounding a script, or instructions could be used to describe the programming steps a student could use.
If I was to create an info-graphic on the core elements underpinning the concept of the binary code, i would have to connect straight to the Australian Curriculum as back up to my ideas about place value and positional notation being the number one underpinning element. Below shows my understanding that this would be introduced, in it's simplest form, in Year 3 as a minimum, but my instincts would say that Year 4 would be the ideal teaching year.
Mathematics / Year 3 / Number and Algebra / Number and place value / ACMNA053
Content Description
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems.
Elaborations
- recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones
- justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations
CSS, HTML, Javascript, WordPress, Android, iOS, Ruby, Photoshop.
SCRATCH is a program that I would use to introduce younger students to the ideas of coding, without the need for place value knowledge. If a student could animate their name using the program, they are being introduced to the concept of coding information to create a desired outcome using digital technologies. They can design interactive cards, create story boards or games.
I feel, as though the language used will change, but the student will be familiar with the concept. Instead of code, the language surrounding a script, or instructions could be used to describe the programming steps a student could use.
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