Assessment Task 1 Part B

Algorithmic Programming

Algorithms are step by step  instructions or a set of rules that describes how something works, for example, recipe which I have already mentioned in earlier activity or a storyboard for an animation which I have also created. This can be taught to students by getting them to think of steps they, or a computer needs to follow to complete a task. 

The teacher could also get the students to work out how the apps have been programmed into the use of computer games that they play, which will build up their appreciation for the developers' creativity, as well as the ability to use software more effectively.

Primary school should be about a balanced, broad education and about developing a more in-depth of learning. The importance and utility lies with computational thinking, which seems much more important then learning to code, but in saying that learning to code may well be the best way to start thinking computationally.

References:
Computational Thinking. Retrieved from http://milesberry.net/2014/03/computational-thinking-in-primary-schools/

Week 8: Chapter 17 Reflection

Computer Programming in the Primary School

Through this chapter there is two theoretical perspectives in programming which contributes to our understandings of the ways in which technology and programming support individual learning. The first theoretical perspective is 'Constructionist Perspective' (Papert, 1980), which is based on students constructing new knowledge when they are actively engaged in constructing something meaningful. 

The second perspective is 'Problematizing', which means to 'wonder why things are, to inquire, to search for solutions and to resolve incongruities' (Hiebert et al., 1996:12). This then sets a challenge for teachers to attend instructional design and select tasks that encourage students to grapple with key concepts and ideas. Problematizing is used in computer programming by using applications such as 'Scratch', as this is celebrated as affording students opportunities for a 'metal workout' of cognitive and collaborative skills.

This can be taught in the classroom by the teacher asking the students to create a game through Scratch, for example, where they have to create a dog that can move across the screen. As it did for myself this will encounter a challenge or problem that result in the students asking questions. This can be helped by programming activities that can challenge the students to suggest solutions and make judgments that are supported by logical thinking and problem solving skills (Clements, 1999; Marshall et al., 2010).

References:

McGann,R., & Leavy,A. (ED.). (2015). Teaching and Learning with ICT in the Primary School (2nd ed.). Abingdon, Oxen: Routledge & New York,NY: Routledge.

Week 8 - Reflection on Creating a Game

The tasks I was set was to identify key elements of the iFish tutorial, and design a fish tank with swimming fish, and a starfish and/or octopus that moves along the floor of the tank. To complete this task, I have used my process and production skills to: check existing solutions and identify transferable solutions, use and interpret data, describe the problem, and evaluate solution. I have used the iFish tutorial to complete this project, and upload screen captures of my code and game screen as evidence. 

Image 1: Redware, 2015

I watched the video as directed and then continued to the Scratch site and followed the instructions that were explained in the video and Wendy's instructions. At start i had difficulty working around the tools but after a while i had understood what i had to do and how each motion and tool worked.

Image 2: Scratch, 2015

When i arrived at the scratch site, it showed me how to get each sprite to move, add sound and change colour to each sprite. This site gave me a better understanding on how to use all different tools to make the creation that I have been asked to do.

Image 3: Scratch, 2015

Image 4: Scratch, 2015

I then went on to find the Sprite library where i found the fish, octopus and starfish that I needed for my creation. I then used the scripts to block in where I wanted my sprites to sit within the tank and how I wanted to move them across the tank.

Image 5: Scratch, 2015

I then started my sequence off for my fish, and as seen in image 5, this is what my finished sequence looked like for the fish sprite that I have selected. To come up with this sequence I followed the video instructions which he had used for his fish.

Image 6: Scratch, 2015

I then had to problem solve a sequence for the octopus which had to move from one end of the tank to the other end while staying along the bottom. I found this very difficult as he didn't show this in the video but with a lot of problem solving and figuring it out, i was able to get my octopus and starfish to move along the bottom of the ocean. Image 6 shows my finished sequence for my octopus and starfish.

Image 7: Scratch, 2015

You will find my completed video here: https://scratch.mit.edu/projects/editor/#editor

Image 7 is what my completed scratch looks like. I wouldn't recommend this activity to younger students, as this is very complex and a lot of problem solving. These kind of activities inspires you to be more persistent with each task and also keeps you motivated with practical tasks. By having the prior knowledge makes the computational brain thinking a lot easier to understand. This website can be used to teach students about the use of code and how they can design creations and solutions to problems through digital media. 

References:

Reflection. Retrieved May 7, 2015, from http://moodle.cqu.edu.au

Redware.(2015).FISH GAME. Retrieved from Redware Research Limited, http://scratch.redware.com/video/fishgame

Scratch.(2015).Untitled. Retrieved May 7, 2015, from https://scratch.mit.edu/projects/editor/#editor

Week 8 - Programming a Robot (3-4)

Here is a the Angry Birds game that I have just played.

This activity is a set of 20 self-guided puzzles that teach the basics of computer science for users with no prior experience. In each puzzle, students can write a program that gets a character through a maze. This activity uses Blockly, (a visual programming language that has blocks you drag and drop to write programs). 

Even though students will use blocks to write the code, they will be able to see the code they write represented in Javascript, (a text-based language).

This activity maps to the CSTA Standards (Computer Science Teachers' Association) for grades 3-6:

Computational Thinking

• CT.L1:6-01: Understand and use the basic steps in algorithmic problem-solving (e.g., problem statement and exploration, examination of sample instances, design, implementation, and testing).
• CT.L1:6-06: Understand the connections between computer science and other fields.

Computing Practice and Programming

• CPP.L1:6-01: Use technology resources (e.g., calculators, data collection probes, mobile devices, videos, educational software, and web tools) for problem-solving and self-directed learning.
• CPP.L1:6-06: Implement problem solutions using a block-based visual programming language.

Computers and Communication Devices:

• CD.L1:6-01: Demonstrate an appropriate level of proficiency with keyboards and other input and output devices.

References:
Code Studio. (2014). Hour of Code: Tutorials for Beginners.Retrieved from http://code.org/learn

Week 8 - Programming a Model (F-2)

Computational Thinking Skills - Algorithms (From the Australian Curriculum)

• Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems [ACTDIP004]. 

Activity 1
To give directions to a visually impaired student to get from the classroom door to the teachers desk, by only using the words forward, backward, left, right.

Steps:

1. Take 5 big steps forward
2. Take 5 big steps left
3. Take 3 little steps right.

Activity 2

Directions that can be used to make toast with Butter and Vegemite.

1. Grab bread loaf off bench. 
2. Undo bread tie.
3. Grab 1 slice of bread out of packet.
4. Put bread tie back on and place loaf back on bench.
5. Turn toaster on at wall.
6. Place slice of bread in toaster and push lever down.
7. Go to fridge and get Butter and Vegemite out and place on bench.
8. Open draw and get a butter knife and put on bench.
9. Open cupboard and get a plate and place on bench. 
10. Once toast has popped up, grab toast and place on plate.
11. Open butter, pick up you knife and get amount needed and spread on toast.
12. Open Vegemite and get amount also needed and spread on toast.
13. Place knife back on bench.
14. EAT TOAST!

This algorithm is very clear and follows the curriculum that I have mentioned at the start of the activities. To make easier for younger students that can't read, a diagram can be used to explain directions.

Week 7 - Visual Literacy

Visual literacy has a unique and positive role as a twenty-first century competency, especially the development of creative problem solving and innovative thinking. Teachers and students should be able to brainstorm and generate ideas, and then consolidate information into conceptual maps, create effective lists, timelines and system maps.

Digital literacy encompasses the personal, technological, and intellectual skills that are needed to live in a digital world. As the lines between 'traditional' and 'new' media become blurred and digital technology becomes increasingly central for full participation in society, our understanding of 'digital competence' has expanded from a focus on technical ability to include the broader social, ethical, legal and economic aspects of digital use. At the same time, digital literacy also encompasses many practical competencies for playing, learning and working in a knowledge economy that are separate from media literacy skills.

Media literacy is a critical engagement with mass media, which nowadays includes digital technologies. Additionally, as media and communications platforms converge our media practices are changing - from being external spectators and receivers of entertainment and information, to being active participants within an immersive media culture. As a result, competencies for media literacy now include a variety of critical thinking, communication and information management skills that reflect the demands and reality of digital culture.

This chart shows how skills for digital literacy and media literacy connect and intersect with each other and with other core literacies to provide a full range of competencies for 21st century life.

References:
Retrieved May 3rd 2015, from Teaching and Learning with ICT in the Primary School. Second Edition. (Sarah Younie, Marilyn Leask, Kevin Burden.

Retrieved May 3rd, 2015, from Media Smarts, http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy

Week 7 - Digital Systems and Devices

Reflection Identifying the Strategies you would use to Teach Children about Digital Systems and Devices

The contemporary curriculum guides teachers to facilitate the development of adaptable and flexible learners who know how to take on new tasks and situations, quickly and easily. Students will need to be good communicators who can competently discuss topics with others and effectively share their ideas in many forms and for different purposes. Students will need to possess excellent collaboration skills and be able to work together with many different types of people, each of whom has her or his own special disciplines and unique ways of learning and working together. Furthermore, students will need the ability to create in a variety of manners and bring their visions and ideas alive through different types of media. In this section, we discuss the ways in which students can learn to understand, communicate, collaborate and create using different modes of technology, and how teachers can use technology to assist their students in transforming knowledge and skills into products, solutions and new information. 

References:

Retrieved from 

http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1413&context=asdpapers

Week 7 - Computational Thinking

This video shows the students the four steps of computational thinking. This activity should be done in split groups where they have to create directions for the other group to draw a specific monster. The entire task must be decomposed, then teams will analyze all monsters in the catalog for patterns, abstract different details from the monsters, then use that information to create an algorithm (directions) for another team to draw a certain monster.

Week 7 - Thinking Myself Activity

By using the site 'Thinking Myself' I found the four different categories of computational thinking: abstractions, patterns, decomposition, algorithms, easier to understand and this will become a very useful tool in the classroom when teaching students.

Week 7 - Coding in the Classroom

By using the Khan Academy site, I have been able to choose an activity that I would use in my classroom to teach my students. This activity will show the students how to draw the letter H by using different coordinates. The coordinates will go from, x(distance from left to right), y(distance from top of page), w(width), and h(height).

To draw a H using rectangles, we need two tall ones on the side and a short one connecting them in the middle. The code for the first rectangle is rect(80, 70, 60, 240);. To create the second the rectangle you use the codes from the first rectangle but need to move the second rectangle to the other side of the page. Ton do this you would make the x a bigger number. The second rectangle would be rect(240, 70, 60, 240);. For the middle rectangle the code will be rect(140, 170, 100, 24);.

This activity follows the Australian Curriculum Ban of foundation to year 2. Follow, describe and represent a sequence of steps and decisions (algorithms) that are needed to solve simple problems. ACTDIP004