Representations of data

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Above is a link to the Lego infographic used in the MOOC video to clearly show how data is organised before it can become information that we can then use.

Data needs to be sorted, arranged and presented in order for it to be information we can then use. The MOOC uses a fantastic visual representation.

Presentation is very important and be done in many different ways. For example, like above we have an infographic, which can also look very different. They are fantastic to use for exploration and analysis in class activities.

Looking at a weather app is a great example of how we use data presented to us every day. Data has been put in, collected and an easy to read visualisation is presented which allows us to decide what to wear.

In the Early Years students can be completing matching activities, representing numbers in different ways, sorting objects by attributes, pictographs, bar graphs, labelling activities, etc.

In Years 3-4 students look at similar types of data but how it can be shown in different ways. For example, how many different ways can you show the number 9? Words, time, with your fingers, numerical, with cards, objects, pictures, roman numerals, place value MAB, different languages, etc. Students need to think if it’s the best way to present data and does it suit the context.

Other ways data can be presented can be things like wordle, QR codes, bar codes or through sound where we don’t only need to present data as numbers, they can also be words.

Some great examples of visual representations of data that can be collected as a class are below:

http://www.allstudentsthrive.com/wp-content/uploads/2016/03/data-wall-1.jpg

https://www.pinterest.co.uk/pin/41236152811658797/

https://i.pinimg.com/originals/00/d4/f4/00d4f409df0576585d73d50d338879f5.jpg

More data.......

Basis for which information can be derived.

In Maths and Science data =  facts (measurements, words, numerical, graphs, observations, etc.)

With Computers data = a structured set of numbers representing digitised texts, images, sound or video.

Computers can manipulate data to solve problems.

Some everyday data we see is; clocks, banking, maps, timetables etc.

We also have our own data such as; my eye colour is green, my hair colour is brown, my favourite food is pasta, etc.

Data can be: numerical or categorical.

NUMERICAL DATA INCLUDES:

Continuous data = can be within a measured range such as money and cup measurements in cooking and can include decimals or go between ranges.

Discrete data = is measured in whole numbers. E.g. three kittens, 1 book, 5 mugs, etc.

CATEGORICAL DATA INCLUDES:

Qualitative data (research world) = nominal or ordinal.

Nominal – cannot be ordered into a logical sequence. E.g. eye colour, gender, nationality, or text data such as descriptions.

Ordinal – can be ordered or ranked. E.g. numbers, scale of grades, deck of cards, performance, etc.

Data can be used in combination. E.g. Students might look at blocks. They can sort and describe block attributes which help them form patterns. They can then present this data / information to the class.

When we collect data about 1, 2 or 3 things it is manageable but once we start getting large amounts of data such as data on our students, library books, doctor surgeries etc. We need to use a data base. Too much data makes things unmanageable. Computer systems make this easier and more efficient. Computers are analysing, categorising and sorting data.

Spreadsheets are a great start using either paper or computers to collect data. Creating a spreadsheet for a party is great example including data on Name, Address, Dietary needs etc. That way you can analyse the data to plan what you need, the menu to provide, etc. I loved this example as it shows how approachable and easy it can be to explain to children.

Module 2: Patterns and play

How does Computational Thinking link to data in Digital Technologies?

So now that we have a clear idea of what Digital Technologies and Computational Thinking is, we move towards breaking them down to further develop our own understanding. In Module 2 – Patterns and Play the focus is on Collecting, Managing and Analysing Data.

When looking at data we are building on concepts we learn in Maths and then using our Computation Thinking to interpret, process and visual that data. Some keys terms used that will also be included in my definitions page are:

data collection properties, sources and collection of data

data representation symbolism and separation

data interpretation patterns and contexts

So in the first video we look at what data is and why it is important. In this module we are looking at how Computation Thinking can put together an automated process to solving a problem.

1.       Analysing the problem

2.       Working out what information is needed (DATA)

3.       Sequence of steps used to describe finding the solution to the problem (ALGORITHM)

A very easy to follow example is shown with a pile of blocks that need to be sorted by colour (problem). The data we need is the colour of the blocks. Sequence of steps; picking up the block, identifying it’s colour and placing them in the correct groups. Showing this simple task emphasises that we use algorithms all the time but we don’t think through the exact sequence of steps needed.

Other simple algorithms we do usually break down to smaller sequenced steps are; tying shoelaces, tying a tie, etc. With a computer we need to think through our steps and be detailed.

DATA is everywhere. Other data we had in the block activity was size and shape as well as the colour. But we didn’t need that data. Part of the problems is identifying exactly what data you need and ignoring what you don’t.

Module 1 Task

In our first task we were given two options. I chose Option 2 which was to find an example of digital technology being used to solve a problem or an innovative digital technology. This could be a news article, a website, an image, a video or some other content. Share what you have found with a brief description in the community as to why you think this is interesting.

Living in WA with a large amount of farming area the idea of how Digital Technologies can help farmers save money and reach their full potential was of high interest to me. 

An article from CSIRO about Digital Agriculture was really interesting to show how basic systems put in place allow farmers to become a lot more sufficient and highlight areas of their farming that is successful and areas that need further development and why. The visual PDF I found particularly interesting and easy to follow.

https://www.csiro.au/en/Research/AF/Areas/Digital-agriculture

Another way Digital Technologies is impacting farmers is using GPS and Autosteer options. The idea that a farmer can set a piece of machinery to ensure consistency and accuracy, or to reduce the number of people they need to outsource for their farm is a really forward thinking concept that is now reality. This is a pretty basic video but shows the idea of autosteering.

https://www.youtube.com/watch?v=VAPfImWdkDw

Integrating and planning for Digital Technologies in the classroom

Crucial in any lesson plan or activity is obviously finding resources and preparing the learning space. In this lesson they talk about:

·         Classroom materials

These will obviously be different based on the school you are at. I love that they talk about plugged and un-plugged activities which make concepts at times more approachable due to teacher’s confidence or availability of technology.

·         Software

Once again it is finding out what you already have and then looking for inspiration. There are so many blogs, pinterest, teacher resources pages, curriculum examples etc you can use.

·         Books

This is a great example of how you can integrate subjects to create a wholistic approach. I love the idea of using fiction and non-fiction, songs, poems etc to engage and expose students. I am currently looking at setting up a QR code library in my classroom and these would be some resources I would want to include. The examples given in the MOOC via their picture is ‘G is for googal – A math Alphabet book’ and ‘Hello Hello’ by Matthew Cordell. A great idea they also suggest is creating your own books in collaboration with your students which is something my tandem teacher and I do all the time.

·         Terminology

Once again with a focus on integration, the MOOC suggests using key terminology in spelling lists and other activities in class. This would tie in perfectly with some of our Talk 4 Writing focus texts such as procedural. I also love a good word wall so once we shift our focus next term to Digital Technology that is something I will be looking at.

·         Sharing and presenting work

I have to say sharing and presenting work with digital technologies has always been an area I feel a bit up and down about. I love the idea of creating something and sharing with your peers, doing an assessment or even just for showing your learning. I do then struggle with the idea of what happens to it now? For me this has been solved a lot by using Seesaw as students are able to publish their work and it’s not just forgotten about. Seesaw has also allowed me to explicitly teach and then constantly revisit actively safely, ethically and morally-minded online which the MOOC also places a huge emphasis on.

How you set up your classroom for students to share or present and then the rules around those would need to be discussed and taught at the beginning of every year, just like classroom rules and expectations.

·         Project ideas

I have not come across one student so far who doesn’t love a good project. The MOOC suggests if this is the case create a project with a focus on Digital Technologies. Some examples they give are:

·         An inventor of digital technology, for example, find a list such as this one and have students select an inventor.

·         Researching how a digital technology works and presenting it with a poster, book or demonstration.

·         Researching careers in computer science. For example, on the DotDiva website students can find a job that aligns with their interests and use the suggested ideas for a profession to research

A lot of these ideas I find once again cross over into other subjects areas. For example, researching an inventor ties in nicely with the Year 6 focus of looking at events and people who changed the world. Researching how a digital technology works could be a very basic or very complex project depending on the topic that relates to writing procedures.

For the most part this is how we as teachers plan anyway. What I am noticing more and more with Digital Technologies though is the potential for lessons and activities to become quicker and Digital Technology strengthens at your school because the skills you have to teach in the first few years, will eventually be something that is learnt in the earlier year levels that will come through. As with anything new, it takes time for efficient ways of creating a scope and sequence, but also highlights the importance of it.

Why are Digital Technologies and Computational Thinking important?

So what do you think of when you hear Digital Technology? I bet a lot of you are thinking someone sitting in a computer room all on their room, probably coding, perhaps ‘hacking’ into systems. It certainly surprises a lot of people when they actually realise it’s all around them!

Now that Digital Technologies and Computational Thinking is part of the Australian Curriculum people are realising and discovering what they actually are. For a definition and explanation please refer to the definitions page on my blog.

The areas of our life Digital Technology effects are enormous, but the way it is helping communities, industries and providing solutions for big world problems is even more immense.

I love the idea that inventors aren’t searching for fame, they are just searching for better ways to do things. Coding in our modern world, helps people, even young children do this!

So many jobs now require some aspect of coding. For example:

Data analysts

Graphic Designers

Engineers

Architects

Medical Researches

It’s hard to imagine with students starting coding so young where they will be able to take it in the future. If so many jobs are already require some aspect of coding, in the future our students will be learning and developing much more intricate systems showing their creativity in ways we can't even begin to imagine.

There are so many inspirational stories out there. One that is part of the module 1 shows a man who travelled to Sudan to help a boy who lost his arms. He originally planned on using a 3D printer, but instead he ended up teaching the community how to do it. This shows how technology can bring people from all different backgrounds together and how it CAN be accessible to all given the opportunity. The video shows people who hadn’t even seen a computer have the potential to learn and apply digital technologies quickly and effectively if given the chance.

Digital technologies - shifting your focus

Previously schools have had a huge focus on Digital literacy which is a nutshell is how to use technology effectively and properly.

The focus is now shifting to understanding but also CREATING digital technologies. These are not just using programs already on the computer, but learning how they are created and what allows them to work.

Computation thinking = a way thinking and problem solving critical for developing new digital technologies. We want to allow our students to become the CREATORS!

The Early Years is still new ground for developing these understandings and supporting the Australian Curriculum.

This is where Computational Thinking steps in, which honestly sounds a lot more complex that it is in reality. 

Computational thinking is a problem-solving process where the goal is to product a systematic salutation to a problem. Analysing what is the problem, what is needed, what approach to take and exploring a solution. Really, just normal everyday problem solving. For example:

Data – What do I need to wear today?

Sequence of steps –

1.       What is the temperature and the weather forecast?

2.       What clothing would I wear to suit that weather?

3.       Should I take any other items with me such as an umbrella?

Decisions –

Deciding based on the data and sequence of steps to wear warm clothes, a scarf, shoes that won’t allow my feet to get wet, take an umbrella and choose to drive my car instead of walking.

It is crucial as a teacher that we encourage our students to go beyond learning how to use technology (digital literacy) and instead turn to creating new technology based solutions (digital technology and computational thinking). This is clearly the Key Message in Module 1 that is flowing through.