FAQ

• Complete Technology curriculum: Each course has been designed and developed to deepen student knowledge in many of the NZ Curriculum (NZC) Achievement strands. Each module has one assessment focus linked to an Achievement Standard, for example, Module 1: Introduction to VR programming and game design principles directly links to Technological systems (Levels 1 to 5). Not only does each module link to the Achievement Objectives in Technology NZC but they also link to the Progress Outcomes for the Digital Technologies (DT) area; Computational Thinking (CT) and Designing and Developing Digital Outcomes (DDDO).

• Future focused skills: Design for the front end of the New Zealand curriculum is also included in each course, with both Values and Key Competencies a vital part of the content:
  • Thinking: Students will use critical thinking to develop their own algorithms and programs in C#, and will utilise problem solving skills and design thinking to create outcomes for realistic needs. They will also deepen their ability to evaluate and reflect on their own learning.
  • Managing Self: After initial instruction and discussion, students will work through lesson content at their own pace. As the course progresses, students will learn more about how to manage time to complete projects in VR and C# programming.
  • Relating to others: Students will learn how to empathise with stakeholders to develop technological outcomes for needs and opportunities. They can also complete activities with peers or groups, thus learning how to work together and identifying the strengths of others.
  • Using language, symbols and text: The Technology curriculum is full of new language and terminology for students to learn and understand. The courses are developed, integrating all of this terminology and symbology, plus students will develop understanding of Digital Languages through robust programming in C#.
  • Participating & contributing: Examples include class/peer discussion, pair programming, project work.

• Engaging: A wide variety of activities have been developed to encourage engagement of learning for your students. These include active unplugged tasks, class discussion, collaborative learning, and interactive online learning via a student centred website with live programming windows, to name a few.

• Pedagogical approach: Each module utilises a variety of pedagogical approaches to help teach all students. For example lessons are scaffolded and broken down into key activities linking directly to specific Learning Intentions and Success Criteria generated from NZC content.

Progressive content enables students to deepen their understanding gradually with personal reflection of learning encouraged, and extension tasks allowing differentiated responses from learners.

Each course develops students through the SAMR (Substitution, Augmentation, Modification and Redefinition) model, moving from being users of Digital Content in the VR world to being creators of their own content, and they appeal to different types of learners, for example encouraging kinaesthetic physical learners, developing thinking and communicating, promoting critical thinking and problem solving, utilising a mathematical analytical mind and developing visual creativity.

Te Ao Māori and Te Reo Māori is integrated into the courses, helping to support ākonga developing their bicultural identity when learning in Aotearoa.

No! Each module has been designed such that even if the teacher does not know how to create content for the VR world (ao mariko), they can learn alongside their students. All teaching resources have been fully prepared for the teacher so that they can ‘plug in and play’ too!

Each course uses the SAMR model approach to teaching digital content, and the content also aligns with the CT & DDDO progress outcomes for the revised Technology curriculum. To enable students to be successful VR content creators, we need to give them a chance to experience VR first. Even from Module 1: Introduction to VR programming and game design principles, students will experience a simple VR environment after learning how to develop content for this environment through C# programming. As students grow their abilities, and learn the basics needed to make VR through programming, more time will be given to develop the students from being ‘users’ of VR to being ‘creators’ of VR.

Lessons have been designed and created to appeal to the diverse needs of learners in the classroom. Here are some examples of teaching strategies utilised:

• Unplugged learning: students will develop theoretical knowledge through hands-on, active tasks with their peers.
• Peer and class discussions: questioning and developing understanding of digital technologies in our world.
• Consolidated learning tasks: to enable students to demonstrate their understanding of the Technology curriculum and DT.
• Programming via our interactive website: a safe environment for students to learn and develop their programming skills.
• Reflection on their learning: through ongoing discussion throughout the lesson and end of lesson exit statements.

In order to create VR experiences, students need to understand how to build their own virtual worlds. In our courses, students will learn about what VR is and the hardware needed to experience a different reality created by humans. Not only will they learn about VR, but they will have the chance to learn how to create the content for VR, including C# programming, 3D modelling and 3D animation. This content will allow students to then be creators of their own VR experiences.

Many educational software and DT providers give students the chance to learn in a pre-designed online environment. Students usually work through online tutorials, at their own pace, in the digital content. So, how do ByteEd courses differ?

• All content is directly linked to the New Zealand Curriculum, so it is specifically created for our learners in Aotearoa,
• Course content is delivered by the teacher in the classroom based on the content and resources that have been designed and developed by the ByteEd team, enabling teachers and building whanaungatanga (relationships),
• Resources for teaching of VR knowledge have been created to aid the teacher, saving time and work,
• Resources for assessment of learning have been created to support the teacher, once again saving time and work,
• Activities link to the real world and authentic needs in our communities,
• Students have the chance to learn how to make their own VR experiences - not based on pre-made templates - using the skills and techniques they develop over time and modules in C# programming.

Each module in the courses has been developed linking to Achievement Strands and Objectives in the NZC Technology curriculum. As part of the resources, rubrics have been created to help students to reflect on their current learning and to aid teachers in the assessment of the learning too.

Each course has one key Technology substrand focus, for example Module 1: Introduction to VR programming and game design principles has been designed to support coverage and assessment of Technological Knowledge: Technological Systems.

All the teaching modules link to NZC Progress Outcomes in Digital Technologies. Each lesson clearly identifies the progress outcomes being covered in the Unit Overview document, thus enabling teachers to observe and assess content and knowledge easily in the lesson.

Yes! The content has been designed and tested for students to learn C# programming via our online website and online programming tools. No special software is required!

Access to the modules and courses that have been released on the ByteEd website. This includes all the content that has been prepared to enable you to teach the courses, for example: teaching slides, student handouts, glossary of technical terms and student access to the interactive learning website.

You also have access to technical and educational support from our ByteEd Team.

Very easy! In class, students will only need access to a device (e.g. laptop or Chromebook) and WiFi. Then head to the registration page on the website, download the resources and away you go :)

The first module, Module 1: Introduction to VR programming and game design principles, does not require specialist VR equipment to complete it.

ByteEd is looking to help teachers in the near future with access to mobile holders for VR experiences, to enable students to engage with VR in the classroom. If this is something you are interested in, please contact the team to see how we can help. We can also assist with acquiring the HTC Vive range of VR hardware.

We offer access to download a free Demo version of a lesson and teaching materials to give you a good understanding of what you will receive lesson by lesson as you go through a module. Please go to the ‘Shop’ page on the website, and then ‘Contact Us’. We will be happy to set you up and allow you to download our demo lesson and materials.

Head over to the website, register and away you go :)

Contact the team at ByteEd. Click on the ‘Shop’ menu, and press the Contact Us button for further information.