Introduction
With the goal of improving the understanding of digital tools used in different activities, we use images (namely, screenshots), that are property of the owners of these tools.
ADDITIONAL INFORMATION FOR TEACHERS
Learning objectives
Learning objectives were defined based on the European Union’s Digital Skills Framework (DigComp. 2.0) and the 21st Century Critical Skills Framework.
- Develop skills in the area of technological literacy and computational thinking;
- Develop the ability for logical and sequential reasoning;
- Correctly use visual programming languages;
- Learn basic aspects of programming fundamentals;
- Understand digital security and data protection measures when using digital tools;
- Be able to select and use digital tools that enable daily activities (leisure, learning, etc.);
- Identify technological needs and responses;
- Promote the development of creative solutions;
- Promote the use of digital tools for content creation;
- Promote the use of digital tools in a creative way;
- Develop digital content;
- Learn how to save files (text, image, music, video and taken from websites) and retrieve saved content;
- Learn how to make simple changes to already produced content;
- Learn how to collect information from the Internet and analyze the credibility of that information;
- Select appropriate and relevant information;
- Evaluate information, critically and autonomously, turning it into knowledge;
- Promote the ability for processing, analyzing and managing information;
- Develop oral and written communication skills;
- Develop the ability to solve problems;
- Promote the focus on objectives and results;
- Promote critical thinking in the development of creative technological solutions.
Knowledge to Acquire
- To plan and develop sequences of instructions for a computational system, in order to solve a certain problem or perform a specific task;
- Describe sequences of actions of daily activities;
- Solve problems by breaking them down into smaller parts;
- Understand that different algorithms can achieve the same result;
- Understand how to move and place objects using a referential;
- Know when and how to use conditional structures;
- Understand the concept of variable.
ADDITIONAL INFORMATION FOR TEACHERS
Pedagogical Indications
We’ll explore algorithms and Scratch. One of several possibilities is to choose a story and animate it in Scratch. In a table, students can write ideas to create this story, as if it were an algorithm sequence. All steps are important. To help write all the steps, you can divide the story into several columns, and define for example: main characters, friendly characters, enemy characters, spaces, time, objects, actions, keywords.
Then, fill in the table with the main ideas, from the beginning to the end of the story. After that, read it out loud and start to assemble it in Scratch. The next step is to share the story with several people.