Primary School Digital Technology Lesson Plans Analysis

This assignment focuses on developing digital technology curriculum and lesson plans for primary school students at Aberdeen Public School. It includes a school profile, a unit overview outlining preceding and following content, and the formulation of a formative assessment instrument with a detailed rationale. The core of the assignment comprises two sequenced lesson plans, one focusing on ICT technologies, specifically coding, and another on cloud computing. Each lesson plan includes learning objectives, teaching strategies, and evaluation methods. The assignment also provides a list of resources, such as abstract concepts, online collaboration tools, social media engagement, and webquests, to enhance student learning. The rationale for the chosen resources is also explained, emphasizing engagement, and effective learning in the context of primary education.

Running head: DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
Digital Technology for Primary Students
Name of the Student
Name of the University
Author Note

1DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
Table of Contents
School Profile of Aberdeen Public School:...................................................................2
Unit overview for this class:..........................................................................................2
Assessment instrument:..................................................................................................5
Rationale for Lesson Plan:.........................................................................................6
Two sequenced lesson plans:.........................................................................................6
List of resources to be used:.........................................................................................11
Bibliography:................................................................................................................13

2DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
School Profile of Aberdeen Public School:
Key demographics:
As per the data of 2018 the school is a Government school and this school serves
primary students. The year range of this school is K-6.
Total enrolment of the student: 201
Total number of boys: 103
Total number of boys: 98
Total teaching staff: 11
Total non-teaching staff: 3
In this overall students there are total 11% of indigenous students. Total 6% of
students know other languages rather than English.
Unit overview for this class:
Preceding learnings:
For this Unit Learnings the main preceding learnings which are required are basics
knowledge about computer. This unit should have discussion about what is a computer
system and basic procedures of switching on and switching off the computer system. It also
includes discussion about other components of a computer system.
Aberdeen Public School
Unit plan for providing computer education to students of Aberdeen Public School
Classroom information
Subject area

3DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
Computer and digital literacy
Grade level (s)
3-5
Unit summary
Here in this course, students will be provided basic training in computer education as part
of digital literacy program that is integrated into course curriculum to increase knowledge
of students in computer technology. This is a foundation course and this initiative is taken
by the school authority to make students familiar with computing technologies so that it is
easier for them to enhance their knowledge in this context and learn advance technologies
related to computing and ICT . So this course should be regarded as foundational course
on computing technologies and ICT.
Foundation building for the course
Habits of learning taxonomy
Analysis: connect, compare, appraise
Synthesis: propose, plan, formulate
Evaluation: predict, assess, support, defend
Problem solving
Thinking flexibility

4DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
Learning Focus:
 Identify importance of computing and digital literacy and hence develop an
interest for computing technologies
 Develop skills to work with computers and execute different computing activities
at primary level with acquired knowledge from the course with accuracy and
perfection
 Develop competencies for learning advanced computing technologies to improve
digital literacy skills

5DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
Assessment instrument:
Here in this context, Design of a relevant assessment instrument specific to
Technologies in the primary years has been considered to assess learning in this unit and
drawing upon an understanding of theory and professional practice. Here focus has also been
provided to explain rationale for your assessment approach.
Choice of assessment:
Summative assessment
Description of the assessment tool:
It is a particular type of assessment tool where focus is on assessing the level of
student learning and evaluate it accordingly. The evaluation is not done at the end of the
course like summative assessment. In order to do the evaluation, some benchmark is set
against which the evaluation score is provided. Instead here continuous evaluation is done
along with detailed feedback on the performance.
Rationale for considering this assessment tool:
Evaluations are necessary for assessing the students’ performance, but sufficient time
should be provided to them to learn a particular thing before they are judged based on their
performance. In formative assessment, learning of the students are monitored continuously
and feedback is also provided. These feedback are then considered by the instructors for
teachings and also provides context for the students to improve their learning as well.
Now this might seem very effective as far as the results and procedures are concerned.
However, not all students learn in the same way and in same pace. Hence not everyone will
have the same level of knowledge when a course is finished and thus by judging only on their
result at the end of the course is not an effective way to identify their skills and capacity of

6DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
learning. When performance is evaluated and some students does not perform according to
the standards, it does not provide accurate information about the reason for which a particular
student or students has not performed well according to the set benchmark for the evaluation.
Now when feedback is provided in continuous basis, it provides students chance to
improve their performance as well with enhanced accuracy and efficiency. Another benefit
for providing continuous feedback is that it provides teachers opportunities to identify weak
students along with efficient students and provides a way to modify teaching accordingly so
that each and everyone in the class learn effectively and improve their performance as well.
Hence formative assessment which is considered in this context is effective compared to
summative assessment which only provides a general overview of students’ performance
without scope for improvement in students’ performance which in fact should be the main
focus for the assessment process.
Rationale for Lesson Plan:
In this context the lesson plan is developed for accurately delivering learning
resources to the students. This is very much important for essential learning. The lesson plan
is also important in this aspect because it will help the teacher to maintain a standard teaching
pattern which helps the entire class to concentrate on the main focus of the unit learning.
Two sequenced lesson plans:
Learning Area: Digital Technology Grade: B
Topic: ICT Technologies Time: Six Hours

7DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
Learning Objectives
On completing this lesson each student should be able to: understood the details and the
rationale that are used for the strategies. Also the learning goals for the students will be
understood by each of the student in this case. The students will also understood the
teaching strategies which aims to support and challenge participation of the inclusive
students in the aspects of technology within the primary years. In the further cases the
student will be also able to plan and sequence properly the main steps that are required in
procedures of production.
Preparation: Various tools and materials will be collected for the students. With that
some touch-up class will be provided to the students so that they can remember their
earlier learnings regarding the coding process. In this process some important areas of
coding will be discussed.
Procedure
Time Teacher’s Strategies Students’ Activities
10-20
minutes
A brief introduction will be provided
of their previous learnings regarding
Student will follow the instruction of
the teacher and will try to remember

8DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
the coding process. their previous learning regarding the
coding process.
5-10
minutes
per
student
Some question will be asked to the
students from the teacher’s end to
verify the ability of the students of
recalling their previous learnings
regarding coding process.
Students will follow the instruction
of the teacher and will try to answer
the question asked by the teacher.
30
minutes
A basic coding problem will be
provided to the students for solving by
the teacher to assess how much they
were able to recall from their
memories.
Students will actively engage
themselves with the provided
problem by the teacher and will take
help from the teacher if necessary.
30
minutes
Teacher will appreciate the students
who will be able to solve the given
problem within given amount of time.
Teacher will help to solve the problem
to the students who are unable to solve
the problem in this case. A brief
demonstration will be given on the
basic steps of this type of problem
solving procedures.
Both of the students who solved the
provided coding problem and failed
to solve the problem will be
successfully able to recall their
previous learning on the coding
process.
Evaluation of Students’ Learning: From the evaluation it has been assessed that the
students will be able to learn some basic steps of coding and some of the students will be

9DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
able to recall their basic knowledge regarding the coding process. Thus through this their
overall problem solving skill will be improved.
Self-evaluation: From the self-evaluation of the students it has been assessed that most of
the students believe that they have achieved the minimum criteria for performing some
advanced label of coding problems. There are also some few students who are still
uncertain about their capability in the coding process.
Learning Area: Cloud Computing Grade: A
Topic: ICT Technologies Time: Five Hours
Learning Objectives
On completing this lesson each student should be able to: gain a deep knowledge about
the cloud computing and the concepts about it.
Preparation: A touch-up class will be given to the student so that they become familiar
with the current unit learning.

10DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
Procedure
Time Teacher’s Strategies Students’ Activities
10-20
minutes
A brief introduction will be provided
of their previous learnings regarding
the concepts of cloud computing.
Student will focus on their previous
learning.
5-10
minutes
per
student
Some question will be asked by the
teacher to the students about cloud
computing.
Students will try to answer the
questions of the teacher.
30
minutes
Theories regarding cloud computing
will be discussed with the students
after question answer part.
Students will understood about the
concept of cloud computing.
5
minutes
Teacher will appreciate the students
about the ongoing class.
Student will learn about the basic
concept of cloud computing.
Evaluation of Students’ Learning: From the evaluation it has been assessed that the
students will be able to learn the concepts of related with the cloud computing.
Self-evaluation: From the self-evaluation of the students it has been assessed that most of

11DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
the students is now very much familiar with the concept of cloud computing.
List of resources to be used:
There are various of resources which can be integrated for engaging the learners with
the technology learning. In this case one of the most important resource is the providing
abstract concepts to the learners. Through the abstract a brief outline of the current
technology learning can be provided to the learners which will help to understand the overall
concept of the technology learning to the learners, thus it will provide some idea about the
current technology learning and will help the learners in more efficient way. In this segment
another resource is the online collaboration tool. In this segment the online collaboration tool,
help the learner to receive important documents and help to edit those files remotely. As the
resource of learners can be changed easily through the online collaboration resources, this has
been selected in this case. In this case the learners are mainly the students and it is very much
important to engage them with the current technology learning. One of the best resources
which are important for engaging the learners with the technology learning is use of social
media. It is bit surprising, but actually the engagement of the social media can help the
learners to be engaged with the technology learning. The learners can use the social media to
share about their previous learnings and from those feedback perfect steps can be taken for
improving the service of technology learning to the learners. Webquests is another resource
in this case which can be used for engaging learners with the technology learning. In the
technology learning the learner might be asked to perform some specific type of task that will
encourage the overall technology learning process of them. The learners can use the internet
to make appropriate answers of this type of question and that is known as the web quests. The
web quest is one of the most important resources which provides power of internet to the

12DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
process of technology learning. This resources is included in the current scenario as all of
them enhances the scenario in more specific way for engaging the learners with the
technology learning.

13DIGITAL TECHNOLOGY FOR PRIMARY STUDENTS
Bibliography:
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in
primary education: Teachers' perception of mobile technology learning impacts and
applications' use in the classroom. Computers in Human Behavior, 56, 21-28.
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in
technology-mediated learning: A review. Computers & Education, 90, 36-53.
Keeble, D., & Wilkinson, F. (2017). High-technology clusters, networking and collective
learning in Europe. Routledge.
Patrick, A. D., Choe, N. H., Martins, L. L., Borrego, M. J., Kendall, M. R., & Seepersad, C.
C. (2017, June). A Measure of Affect toward Key Elements of Engineering
Professional Practice. In ASEE annual conference & exposition proceedings.