This presentation covers the content for the EP1.5 Evaluating data lesson from the Year 7 AQA KS3 Activate Enquiry processes 1 chapter. During this lesson students work through a variety of tasks to develop an understanding of how to evaluate data and suggest improvements to experiments. Also available as a digital worksheet, which is ideal for distance learning, independent study or catch-up of missed work through absence. Aimed at a mixed ability Year 7 class. Presentation contains- Bell work activity Lesson objective and success criteria Information slides Challenge activities (group work) Practical activity (where appropriate) Demonstrate understanding tasks (with answers) Please note: Activate (Kerboodle) worksheets from scheme are not included due to license.

Squires (1999) discussed the gap between HCI (Human Computer Interaction) and the educational computing communities in their very different approaches to evaluating educational software. This paper revisits that issue in the context of evaluating digital resources, focusing on two approaches to evaluation: an HCI and an educational perspective. Squires and Preece's HCI evaluation model is a predictive model - it helps teachers decide whether or not to use educational software - whilst our own concern is in evaluating the use of learning technologies.

The objectives of this project are: To reflect about the pros and cons of internet. To critically assess web pages. To give advice about safe surfing. To learn specific vocabulary about internet. To identify the purpose and audience of a text. To write for a specific audience. To foster collaborative learning.

One hour, fully resourced Internet Safety lesson which introduces the concept of digital footprints and how our actions on the Internet now can have an impact on our later lives - especially when applying for jobs or in relationships. This resource pack includes an hour long PowerPoint with accompanying worksheets, well differentiated activities, literacy focus tasks, clip tasks with three-way differentiated questions and information sheets. The lesson has been left editable and is filled with engaging, well differentiated and fun activities. It is useful for PSHE, ICT, Careers, Citizenship or Tutor Time. As with all our lessons, you don’t need any prior knowledge as all the information is included - you can just pick up and teach it. You can find many more inexpensive and free PSHE, Citizenship and RE resources at my shop: MORE PSHE RESOURCES

Upper KS2 ICT lessons to encourage children to evaluate and accurately gather research to then present it in a creative, independent way. Children will look at different sources, from social media to news websites to consider the reliability of the information. In pairs the children then have to consider how best to log their information and how to display it. This could be in a bar or line graph; for those that want a challenge they can work with the teacher to create a pie chart. They then decide how they wish to present their findings (A blog on publisher, a film on IMovie or a presentation)

This 18 page booklet is the third of three written to cover the process of creating a website from analysis to coding to evaluation. Booklet 3 takes students through how to comprehensively test a website for: Usability Navigation Media Forms A specially created “testing” version of the completed student cooking website is supplied for the tasks. This website has deliberately introduced errors which students are challenged to find in the tasks. Teacher notes are included listing the errors that were introduced. Booklet 3 also discusses how to evaluate a website by comparing the finished product to the original analysis. The tasks in Booklet 3 should take around 6 hours to complete. An accompanying booklet 3B contains collated analysis and designs for the Student Cooking website created in booklet 2B. This may be used as a reference when designing testing strategies.

School student Maria has gone missing. Over a series of 7 lessons, students need to look at metadata, location data, instagram and messages from Maria’s phone that she has left at home. Students look at a series of witness statements and search Maria’s bedroom for clues as to where Maria could be. This SOW also has an escape room style activity of the crime scene where Maria is found (alive). It covers e-safety and the signs of grooming. It also covers brute force attacks, VPNs, Cookies, Internet history and deleting files from hard drive, giving students a good insight into how our own personal data is tracked online and on our personal devices. Each lesson has a teacher powerpoint and full resources for the lesson. It also has a learning journey and a vocabulary list for students to refer to. The SOW finishes off with an assessment. This SOW was throughly enjoyed by our Year 9s. The first four lessons had them hanging on to every word and leaving lessons on a cliff hanger about what had happend to Maria. This is not your average e-safety SOW, it gives students real practical advice about how much data they give away such as when they post on instagram.

These adaptable PowerPoint Presentations (43 Slides) cover all aspects of the specification in relation to OCR GCSE Computer Science J277 (from 2020) component 1.6. It includes: Teaching PowerPoints(includes checkpoint questions and answers) Student PowerPoints (Includes checkpoint questions, but omits the answers) Content Covered: Impacts of digital technology on wider society including: Ethical issues Legal issues Cultural issues Environmental issues Privacy issues Legislation relevant to Computer Science: The Data Protection Act 2018 Computer Misuse Act 1990 Copyright Designs and Patents Act 1988 Software licences (i.e. open source and proprietary)

These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaced the current Functional Skills ICT Qualification from 31st of July 2023. The DFSQ’S main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life. These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met. The qualification is made up of 5 Module and broken down into a series of units. The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered which can be signed off. he individual outcomes covered and can be assessed easily and signed off. This workbook covers: Module 1 - Using devices and handling information Unit - 1.1 Know the main features and uses of different types of device. This resource includes: Task 1 - Learners to identify 9 key digital devices using images. Task 2 - Using their existing knowledge coupled with some online research, learners will record below 3 key features for each digital device. Task 3 – Learner will then collate data on how much each device is used by themselves and their peers. Task 4 – Using questioning, learners will identify pros and cons of each device and their overall popularity. They will investigate other devices available on the market and give their opinions of the future of technology as a whole. Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time. Guided answers when appropriate are also included. Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon. This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com. Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.

This display is based on an evaluation task for Creative I-Media but could easily be adapted for another subject. Really helps pupils to structure their writing when evaluating products.

These are around 10 - 12 hours of resources improving pupils digital critical literacy. They split into two parts i) Information and Bias and ii) Fake News. These resources are designed to be delivered in front of a computer in a computing lesson but can be easily adapted to be delivered in a standard classroom. This covers important parts of the Computing and Citizenship KS3 NC

This breakout escape room is a fun way for students to test their skills with evaluating algebraic expressions. Contents: ♦ Teacher Instructions and FAQ ♦ 4 Levels to decode: Maze, Dice, Symbols, and a Message Decoder ♦ Student Recording Sheet and Teacher Answer Key ♦ Link to an optional, but recommended, digital breakout room

Bundle of evaluations and reviews for HTML / Dreamweaver / CSS using Mozilla Thimble as a learning resource. Bundle includes: Success Criteria - markscheme for pupils using Mozilla Thimble as a learning resources, uploading their evidence to a Google Site portfolio Peer and Self Review template for pupils to download and complete Suggesting Improvements - writing frame support for pupils who may need additional help on writing a review Unit Review - pupils evaluate their progress in the unit Writing an Evaluation - writing frame support for pupils who may need additional help on writing a review If you enjoyed these resources have a look at my other bundles for HTML and Adobe Illustrator

This is a checklist to use to check websites for reliability. This can be used for extra practice looking for high quality sites or during the research process. Students must look for certain criteria in their selected website. They then add up the totals to see if the website can be used as a reliable source of information. Included is a printable PDF file as well as an editable Google Doc. This way you can change the website evaluation before printing it out for your students or you can provide them a digital copy.

Full introductory GCSE Art & Design presentation taking students through various digital and hands on tasks. All tasks link to the theme of Metamorphosis and includes workshop ideas, analysis tasks and development help towards an outcome. Originally used during online distance learning last year, each student makes a copy of the presentation and adds work week by week to show development. This was used for a pre GCSE Year 9 group to give a flavour of work which may be covered but could easily be used to begin a GCSE course or encourage online participation. Lots of media exploration and experimentation is encouraged, with consideration of equipment. Some tasks cover both digital and hands on art, focused on giving a taster of both GCSE Art and Photography course content. Techniques covered: Insect drawing Projection Photography Shutter speed photography Still life photography and drawing Illustration Dry point printing Digital illustration Moodboard research and presentation Compositional development Outcome development and documentation Final Outcome evaluation Exhibition Poster extension task.

These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaced the current Functional Skills ICT Qualification from 31st of July 2023. The DFSQ’S main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life. These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met. The qualification is made up of 5 Module and broken down into a series of units. The unit workbooks include various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered which can be signed off. This workbook covers: Module 1 - Using devices and handling information Unit - 1.2 Know what an application is and the main types of application software This resource includes: Task 1 - Demonstrate knowledge on the difference between Hardware and Software and give examples for both. Task 2 - Understand the function of an operating system and know where to find details of an OS on various devices. Task 3 - Become familiar with the different types of applications available and how they all have a different purpose. Task 4 - Know how to locate ‘screen time’ on mobile devices and analyse application usage and trends. Discuss the pro and cons and how screen time could be limited. Task 5 – Write a review for a favourite application using the template provided or leave an actual review on your mobile phone. Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time. Guided answers when appropriate are also included. Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon. This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com. Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.

Lightweight, palmtop devices such as personal digital assistants (PDAs) can now be used for reading electronic text, opening up their potential as learning tools. This paper reports a study that evaluated the use of PDAs for reading course materials by students on an Open University master's course. The research is grounded in activity theory, which provides a useful framework for examining how the introduction of a new tool changes an existing activity.

A lesson on digital forensics - The lesson has been based around the BTEC Level 3 Nationals Information Technology Unit 11 Cyber Security & Incident Management Learning Aim E1 specification but can be adpated for other specifications and purposes. The lesson content includes: What is digital forensics? Understanding how digital forensics can be used in real-life cases Desktop & Network Forensics

This breakout escape room is a fun way for students to test their skills with evaluating logarithms. Contents: ♦ Teacher Instructions and FAQ ♦ 3 Levels to decode: Maze Decoder, Tarsia Puzzle, and Message Decoder ♦ Student Recording Sheet and Teacher Answer Key ♦ Link to an optional, but recommended, digital breakout room

CRIB SHEET CONTAINING : WRITING FRAME PRACTICE FOR R081 & R093 EVALUATION QUESTION GUIDANCE ON WHAT TO EVALUATE KEY CRITERIA FOR EACH PRE-PRODUCTION DOCUMENT CRIB SHEET OF CONNCTIVES FOR STRENGTHS, WEAKNESSES AND IMPROVMENTS TO HELP PUPIL EXAM TECHNIQUE AND EXAM PRACTICE

A dramatic, pedagogical shift has occurred in recent years in educational environments in higher education, supported largely by the use of ubiquitous technologies. Increasingly, emphasis is being placed on the design of new learning spaces, often referred to as ‘‘Next Generation Learning Spaces’’ (NGLS) and their impact on pedagogy. The traditional idea of ‘‘classroom’’ now incorporates the use of both physical and virtual space. Increasing availability of digital technologies has enabled access by teachers and students to a wider range of communication and information.