Pīkau 12: Digital outcomes - getting started with progress outcome 1


Why this matters

Progress Outcome 1 in the Designing and Developing Digital Outcomes technological area describes the knowledge and skills learners will need to acquire as they become creators of digital content. As this is the first progress outcome, the skills and knowledge are basic and classroom activities are teacher-led. This may be the first experience that your learners have of being digital creators, so it is important that they experience success and enjoy creating digital artefacts.

Links to existing knowledge

You might already know some of this.

As outlined in the pīkau ‘Introducing Designing and Developing Digital Outcomes’, at the most simple level, a digital outcome is something that can be stored in a digital format, for example, as a file. There are many types of digital outcomes that you will be familiar with, including:

  • Microsoft Office/Google applications such as spreadsheets and word processing
  • digital video and sound recordings
  • electronic devices.

This pīkau describes how progress outcome 1 can be taught using tools and strategies that may be familiar to many teachers. More challenging - and perhaps interesting - ways to teach this progress outcome are outlined in the companion pīkau “Digital outcomes - challenge yourself with progress outcome 1”. You will also have existing knowledge about your learners and their unique context, which we will consider next.

Where do we start and what is my context?

Your learners may have some prior experience of being digital creators that will help them understand the key concepts in progress outcome 1.

To help you consider the range of prior experiences for your school community, the information at The Digital Inclusion Project will be useful. Read the definitions of digital inclusion, digital creators and digital consumers and then complete the activity on the next page.

Digital inclusion

An end-state where everyone has equitable opportunities to participate in society using digital technologies.

Digital creators

A digital creator uses an ever increasing range of digital skills and tools to create innovative solutions to real-world problems.

Digital consumers

Digital consumers use existing digital content to access information, often for entertainment.

Activity - Your school community

Is there a digital divide in your community?

Read about the four elements of digital inclusion on the New Zealand Government’s Digital Inclusion Outcomes Framework:

  • Motivation
  • Access
  • Skills
  • Trust.

With a colleague, consider the four elements and your own experience and reflect on the following questions:

  • Does your school community have good access to digital devices and digital connectivity?
  • Does your school community experience a digital divide in terms of skills, motivation or trust?
  • What sort of prior digital experiences will students arriving at your school have?
  • Are your learners ready to move beyond being digital consumers to being digital creators?

Now we have considered the context of your school and learners, we will consider in more detail progress outcome 1.

Introduction to designing and developing digital outcomes progress outcome 1

Progress outcome 1 describes the first steps that learners will take as they become digital creators. As a teacher you will need to understand progress outcome 1 so that you have a good foundation for designing appropriate programmes of learning.

The following presentation talks about progress outcome 1 in more detail.

>> [this resource is missing, but perhaps Rochelle still has it?]

Download the transcript for this video.

Now you are familiar with progress outcome 1, check your understanding in the quiz on the next page.

Quiz - Progress Outcome 1: Check your knowledge

Answer the following questions to test your understanding of designing and developing digital outcomes.

Activity - Progress Outcome 1 - Q1

Progress Outcome 1 is comprised of:

  1. knowledge
  2. skills
  3. both knowledge and skills

Feedback:  Correct answer: 3.

Progress outcome 1 is comprised of knowledge and skills (seen as digital capabilities) applied in an authentic context.

Activity - Progress Outcome 1 - Q2

Instructions: Consider the following statements about authentic contexts.

Authentic contexts:

  1. are relevant and meaningful to learners
  2. should take account of end users
  3. are always determined by the teacher
  4. provide rich opportunities to develop digital capabilities and key competencies
  5. have pre-known outcomes

Which are correct?

Feedback:  Correct answer: 1, 2, 4

Authentic contexts involve producing technological outcomes in response to the needs of humans. Ideally learners should be able to develop and choose a context they they find worthwhile and motivating. The technological outcome developed in response to an authentic context should be developed taking account of the needs of users. The exact form of the outcome will undetermined at the start of the design process.

Classroom examples: DDDO progress outcome 1

To help you understand what kind of classroom activities can be used to deliver progress outcome 1, watch the clips below of teachers explaining their classroom practice. They have been chosen as examples of simple activities, requiring little or no specialist equipment or knowledge, that are relevant to most schools. Accompanying each clip is a single page summary that outlines the context and resources required for the activity, that can be used to assist your planning.

Video 1 - Design, create and share

Angela Marshall from St Joseph’s School, Fairlie, describes how using Seesaw has motivated her students to create digital outcomes.


Video 2 - Design, create and share

Jaime-Lee Sadler of Fairlie Primary School gives tips on using ClassDoJo to share digital outcomes created in her classes.


Video 3 - Authentic writing using digital tools

Sam Pelham of St Albans School shares her experience of using a range of digital tools to support authentic writing.


Video 4 - Books for new entrants

Tiffany Ottley of Waituna Creek School describes how learners can make personalised digital books for their younger school mates.


Video 5 - Introducing our school

Tiffany Ottley of Waituna Creek School describes how digital tools can be used in a project to welcome new entrant learners to school life.


Activity: Is it authentic?

To help you appreciate the role and importance of authentic contexts, complete the opportunity analysis activity below. In this activity you will consider what activities that support progress outcome 1 currently happen in your school, as well as identify where they could potentially take place.

Be brave - Try it out

Now you know:

  • what the progress outcome means
  • what some simple examples of activities that can be used to deliver it are
  • what an authentic context is.

It’s time to try out your new knowledge and skills in the classroom.

Link to programme design

Authentic contexts are the key to firmly locating digital outcomes as a technological area. With experience you will be able make clear connections to authentic contexts for learning that suit the needs and abilities of your learners. An outcome is authentic if it is designed to be used by a person for a purpose. When your learners plan, create and evaluate a digital outcome they are working in the Technological Practice strand. Understanding that digital tools are built by and for humans allows your learners to demonstrate achievement in the Nature of Technology strand.

The skills and knowledge described in this pīkau and progress outcome 1 are incorporated easily into a wide-range of learning programmes of work. For example, students could make a presentation to the Board of Trustees with the purpose of describing the problem of school litter. The presentation could include digital photographs, text and surveys combined in a way that is appropriate for and engages the audience. Being familiar with the nature of digital outcomes will allow you to identify existing and new opportunities for integrating this content in any curriculum area.

Wrapping up and where to next

This pīkau has shown you how to make your first steps with progress outcome 1 of designing and developing digital outcomes. While the strategies described do cover the the progress outcome, we think there are far more interesting and exciting ways of motivating your learners - and having fun for yourself - with digital outcomes. The next pīkau “Digital outcomes - challenge yourself with progress outcome 1” describes how a range of more specialist tools, equipment and knowledge can be used in a range of contexts to make exciting digital outcomes. We strongly recommend that you take a look!

Facilitation notes

If you are working through this pīkau as a group feel free to download and use these facilitation notes: