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Technological practice (TP)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Technological knowledge (TK)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Nature of technology (NT)

6-1 | 6-2

7-1 | 7-2

8-1 | 8-2

Design in technology (DET)

6-1 | 6-2

7-1 | 7-2

8-1/2

Manufacturing (MFG)

6-1 | 6-2

7-1 | 7-2

8-1/2

Technical areas (TCA)

8-1 

Construction and mechanical technologies (CMT)

6-1 | 6-2 | 6-3 | 6-4

6-5 | 6-6 | 6-7

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7

8-1 | 8-2 | 8-3 | 8-4

8-5 | 8-6 | 8-7

Design and visual communication (DVC)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Digital technologies (DTG)

6-1 | 6-2 | 6-3 | 6-4

6-5 | 6-6 | 6-7 | 6-8

6-9 | 6-10 | 6-11 | 6-12

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7 |  7-8

7-9 |  7-10 |  7-11 |  7-12

8-1 | 8-2 | 8-3 | 8-4

8-5 |  8-6/7 | 8-8 | 8-9

8-10 |  8-11 | 8-12

Processing technologies (PRT)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1/2 | 8-3


Knowledge of digital media DTG 8-3

Knowledge of digital media focuses on understanding of concepts of digital media that need to be considered when developing digital media outcomes. Initially students learn about basic concepts of digital media. These basic concepts include such things as the media types, software resources, and techniques used to create digital media outcomes. They also include such things as influence of design elements, communication purpose, and ethics are considered when developing digital media outcomes. 

Learning objective: DTG 8-3

Students will:

  • demonstrate understanding of complex concepts of digital media.

Indicators

  • Explains the complex tools and techniques used to present content across multiple digital media outcomes.
  • Explains the importance of selecting appropriate digital media software applications and specific features to present content across multiple outcomes.
  • Discusses design elements associated with complex digital media outcomes.
  • Explains the implications of adhering to digital media standards and conventions to present content across multiple digital media outcomes, and discuss the needs as well as the positive and negative implications of adhering to these standards and conventions when developing digital media outcomes.
  • Explains the data integrity and testing procedures used to ensure a digital media outcome meets specifications.
  • Explains the legal, ethical and moral considerations in relation to the requirements of a digital media outcome in the wider community.
  • Discusses the relationship between the tools, techniques, design elements, legal, ethical and moral considerations in relation to the requirements of the outcome.

Progression

Students progress to learning about complex concepts of digital media such as those tools and techniques used to present content across multiple outcomes, application of digital media standards and conventions, asset management, file management, naming conventions, and legal, ethical, and moral considerations in relation to the requirements of digital media outcome within the wider community.

Teacher guidance

To support students to develop understandings about the complex concepts of digital media at level 8, teachers could:

  • provide students with the opportunity to explore a range of digital media outcomes
  • ensure the digital media outcomes students investigate demonstrate an integration of media types and are of sufficient rigour for this level
  • provide opportunity for students to discuss design elements associated with complex digital media outcomes
  • ensure students understand why content needs to be manipulated to be used across media types
  • provide opportunity for students to explain how complex tools and techniques have been used to create complex digital media outcomes
  • provide opportunity for students to discuss the needs as well as the implications of adhering to digital media standards and conventions to present content in complex digital multiple outcomes
  • guide students to explain the legal, ethical, and moral responsibilities to the wider community when developing digital media outcomes
  • guide students to understand the importance of appropriate data integrity and testing procedures whilst developing digital media outcomes.

Contexts for teaching and learning

Ensure that the digital media outcomes investigated are suitably ‘complex’ in nature (refer to AS91634 explanatory note 4 and AS91634 explanatory note 5). Outcomes is plural so students are expected to investigate at least two complex digital media outcomes (refer to AS91634 explanatory note 3). One of these outcomes may be their own if they wish or they can use two outcomes developed by professionals. If a student developed outcome is being used it must a complex digital media outcome as defined in AS91634 explanatory note 5 and further defined in AS91634 explanatory note 4. Consider if it is useful for students to analyse their own outcome or whether it is more beneficial to look at two (or more) outcomes produced by professionals prior to producing their own outcome.

Design elements associated with complex digital media outcomes is explicitly required (refer to AS91634 explanatory note 7 for a list of possible design elements).

Student’s discussion about legal/ethical/moral considerations should get specific about issues related to digital media such as digital ownership, privacy, creative commons, implications of the longevity of digital content on the internet (refer to AS91634 explanatory note 9 for more details).

Literacy considerations

Teachers need to:

  • support students to develop literacy strategies that assist them to write reports in a way that will allow them to, explain, and discuss the various concepts of digital media.

Resources to support student achievement

Assessment for qualifications

The following achievement standard could assess learning outcomes from this learning objective:

  • AS91634 Digital technologies 3.42: Demonstrate understanding of complex concepts of digital media

Key messages from the standard

  • This standard is about demonstrating understanding of digital media and is not about creating a digital media outcome. However within a programme of work it is possible to link this knowledge objective (complex concepts of digital media) with a skills standard where students get credit for creating a digital media outcome. One way of doing this within a programme of work would be to use this as a preparatory exercise towards creating their own complex digital media outcome. Students could analyse the practice of others to help guide their decision making when developing their own digital media outcome.
  • Ensure students have suitable opportunities to explore a range of complex digital media outcomes prior to starting on the assessment task. Students will need to be taught how to investigate digital media outcomes and what sort of things they should be looking for and commenting on, for example the importance of adhering to standards and conventions when developing complex digital media outcomes.
  • Ensure students understand the language associated with assessment as well as the specialist language related to digital media. Students obviously need to understand the specialist words such as digital media standards and conventions. But in addition they must understand the words used to describe the level of expected performance at each achievement grade; that is explain and discuss. The requirement at excellence to discuss the relationship between a number of concepts will require some deliberate teaching so students understand what is expected.
  • The ‘list’ of concepts of digital media to be covered is set out in AS91634 explanatory note 2. Some concepts are the same as at level 2 such as the importance of data integrity and testing procedures, and the legal/ethical/moral requirements, and adhering to digital media standards and conventions. The step up to level 3 related to these concepts is that they will be addressed in terms of complex digital media outcomes.
  • At level 3 students need to understand that content may be presented across different media for example the same content may be presented in video content and in print (refer to AS91634 explanatory note 8). Teachers will need to show students examples of this and students must address this in their reports.
  • Ensure students know how to present their evidence so that it covers everything asked for in the standard. The conditions of assessment say this evidence will be presented in a form negotiated with the teacher, produced in any media that clearly communicates the student’s understanding of advanced concepts of digital media. This means a written report is not required and students can present their evidence in any media and any format that suits the teacher and student. If students are presenting evidence digitally teachers need to be aware of the NZQA requirements ‘Preparing digital visual submissions for moderation’ which states the acceptable file types and formats for sending work for moderation. Refer to NZQA website.

Last updated June 8, 2018



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