Unit 2 task


  1. Share with the community a way you would like to introduce networks into the classroom to make it tangible or visible for primary students. It could be using a resource you have found or your own idea or thoughts.                                                                It is critical that children in the primary years have an understanding of private and public data and when and with whom they can share certain types of data. This can be related to sharing information offline (e.g. with family at home, with friends in the playground or with a stranger in a public park) and sharing of information online (with known people and strangers) in environments at school.                                                     In the classroom the students can brainstorm on the different types of data and they can organize it into different groupings such as unsure , private and okay to share. The class could describe their rationale for the groupings and come to a common consensus on the data that should not be shared.In the early primary years, the educator may start simply by using the terminology and having students recognise the various symbols for types of networks (e.g. Bluetooth and WiFi). Students can explore and identify digital systems – hardware and software and peripheral devices (such as keyboards and speakers). Learning about networks allows us to take this one step further, with students identifying if or how hardware and peripheral devices are connected to a network.

    There are tangible and visible networks around students in their classrooms and homes that can help them explore networks. Students can also expand their knowledge to learn how devices connect together to form a network – to share information and to “talk” to one another.

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