Beat the Boredom is a resource to help you integrate music and programming to create your own beats. Learn how to scaffold learning from Computational Thinking Progress Outcomes 2 to 6. This resource is designed for teachers, and their students in Years 7 to 10.

A Bit Random is an introduction on how to create projects that span multiple Progress Outcomes. In this project, code is explored for a randomiser, such as a random number generator, that can be adapted to support multiple authentic contexts.

So your students have taken a bunch of photos, what now? We will look at the skills to teach for both taking and manipulating photos. Specifically linking these to understanding Designing and Developing Digital Outcomes Progress Outcome 1.

A two part series exploring ScratchJr within Literacy and Maths and how this links back to both Designing and Developing Digital Outcomes Progress Outcome 1 and Computational Thinking Progress Outcome 2.

This is a three part series looking at creativity in story writing.

We look at bringing stories to life through unplugged activities, moving into ScratchJr and then into digital storytelling.

We are smarter than computers. We can easily tell the difference between ripe and unripe fruit, but computers can’t. Learn how computers can be taught to identify colours and use this ability to check fruit for ripeness.

This short presentation highlights what's available in Kia Takatū ā-Matihiko's pīkau around computational thinking that relates to teaching year 7 to 10 students, and how what you learn supports you in your teaching.

Technology is intervention by design. How do you get your ākonga using a good design process? What is the design process anyway? Explore the relationship between design and digital technology with this resource.

How can you recognise opportunities to weave Designing and Developing Digital Outcomes into your learning program and grow these learning opportunities. These slides highlight what's available in Kia Takatū ā-Matihiko's pīkau and how what is learned supports teaching.

This resource highlights some of the examples in Kia Takatū ā-Matihiko's pīkau/toolkits and how the learning concepts can be adapted for your own context.

In this resource, you will learn to identify algorithmic thinking and how to support your students to develop it through digital technologies projects.

There is a hidden code that runs the world, from food production to the air conditioning in your car. Everything computers do is based on binary digits.

The revised Digital Technologies curriculum content is expressed in progress outcomes. This resource will show you how they build from each other and how the two components fit together.

This resources explores the relationship between the new Digital Technologies content and the wider New Zealand curriculum. This resource is aimed at Years 1-10.