During tutorials we began working with a computer program called Scratch. Scratch is a programming tool used for creating interactive stories, animations, games, music and art, and sharing these creations online (Lifelong Kindergarten Group). The educational purposes, according to the creators of Scratch, are learning mathematical and computational ideas, improving creative thinking and reasoning skills and working collaboratively (Lifelong Kindergarten Group).

In order to introduce us to the program we were given a list of instructions to follow, detailing how to make the 'sprite' (animated character) perform simple commands. This enabled us to become familiar with the buttons and the basic functioning of the program. The challenge activities required me to problem solve and use my mathematical understanding to solve certain problems. I actually found these quite difficult and think much more scaffolding would be required to ask students to complete similar activities.

This program would be useful for year 6, in relation to teaching the new digital technologies curriculum as outlined in draft form by ACARA. 6.7, which asks students to “Design and implement digital solutions using visual programs with user input, branching and iteration” (ACARA, 2010). In reference to the corresponding elaborations students could use Scratch to design and create a computer game, suitable for young children (ACARA, 2010).

References:

ACARA. (2010). Digital Technologies Years 5 and 6. Retrieved March 22, 2013 from http://consultation.australiancurriculum.edu.au/LearningArea/K10Curriculum/966f186f-4730-4325-9be8-185713801945?page=3

Lifelong Kindergarten Group. (n.d.). About Scratch. Retrieved March 22, 2013 from http://info.scratch.mit.edu/About_Scratch

This week we were asked to extend our understanding of Scratch by revisiting one of the activities we completed in the first 3 weeks and taking them further. I decided to extend the ‘Etch’ activity where we commanded the 'sprite' (cat character) to draw straight lines up and down. Prior to this all it could draw was rectangular and square shapes and I wanted to make it more accurate to a real world ‘Etch-a-Sketch’ which can be moved freely by hand. Using the same format as per the existing commands, I simply changed what was displayed on the buttons so the sprite could move left and right. But I wanted it controlled by hand movement so I created a new command where the sprite moved toward the mouse pointer. This process required me to problem solve, think creatively, reflect on my prior understanding of the program, make predictions, test outcomes and evaluate my design, changing when necessary.

In a classroom I would work with students to help them create the first 2 commands, then ask them to work collaboratively to design and test commands for drawing a circle. To challenge students further I would ask them to draw a new shape without the lines connecting. This could lead to great discussion about what strategies different groups used. These activities are connected to the draft digital technologies curriculum, outlined by ACARA. 6.7 states: “Design and implement digital solutions using visual programs with user input, branching and iteration” (ACARA, 2010). Students are “experimenting with different programming options that involve repeat instructions” (ACARA, 2010) and “designing and creating a solution that repeats a motion, for example creating an animation that repeats a movement” (ACARA, 2010). Furthermore, this activity corresponds to the design strand of the draft technologies curriculum. 6.7 states: “Generate, develop, evaluate, communicate and document design ideas and processes for a range of audiences, using some relevant technical terminology” (ACARA, Design and Technologies, 2010). Students are “reflecting on prior knowledge, skills and research to generate a range of design ideas for products, services or environments” (ACARA, Design and Technologies, 2010).

References:

ACARA. (2010). Design and Technologies Years 5 and 6. Retrieved March 23, 2013 from http://consultation.australiancurriculum.edu.au/LearningArea/K10Curriculum/76787136-856d-422d-9bf8-814e0120029d?page=3

ACARA. (2010). Digital Technologies Years 5 and 6. Retrieved March 22, 2013 from http://consultation.australiancurriculum.edu.au/LearningArea/K10Curriculum/966f186f-4730-4325-9be8-185713801945?page=3

This week I began exploring some alternatives to Scratch that might be useful in the classroom. I started by looking at a computer programming website called Codecademy. This website teaches people how to code using JavaScript, Html, Ruby etc. It does this by walking you through the process, step by step, telling you what to type and why you need to do it that way. This could be suitable for the higher grades at primary school. As I completed the process I was able to follow the steps however I found it quite boring. I don’t think it would engage children for long. Also, I don’t feel that I learnt much about computer programming. I would still have no idea where to begin if I wanted to create a program myself. If you were to use Codecademy with students it would have to be with older students. The digital strand of the draft technology curriculum states that year 7-8 students "model processes and objects using structured data" and "trace algorithms to predict output for a given input and to identify errors, and describe algorithms diagrammatically and in plain English" (ACARA, 2013). 

Another website I explored appealed much more, both as an educator and a learner. The website Infinite Monkeys allows you to create apps without coding. Basic apps are free to create on Infinite Monkeys. App makers can dictate the demographics the app is aimed at and manipulate the colours, background image and splash screen image. They may choose to include a live calendar of upcoming events, social feeds, links and other promotional tools by simply dragging and dropping them onto their app (Infinite Monkeys, 2013). App makers follow written instructions that take them through the process. If they get stuck there are how-to video clips available or they can live chat the support team. Apps are published for free to web-enabled smartphones and to the Android Apps Monkey Market (Infinite Monkeys, 2013). 

I think this would work well in a classroom situation as students love using apps and, with this program they are only really limited by their own imaginations. Furthermore, as an educator you can link the learning to other curriculum areas. For example, students could firstly decide what areas need improving in their local community and devise an app to meet this need. The draft technology curriculum states that years 7-8 students "examine and prioritise competing factors in the development of technologies and designed solutions to meet community needs including ethics, social values and sustainability" (ACARA, 2013). 

After hearing from other student teachers in the forum I tried out a program that allows you to make games online. Gamestar Mechanics is free (for the basics), straightforward and fun. I would suggest using this in a year 4-6 classroom as a good introduction to game making. The only downside is there aren't numerous options when making the game in the basic site. Students can choose their own background and how many blocks and enemies to put in, as well as the placement, but the basic format remains the same. Students could focus on making their game for a particular group of people, and ensure each level got progressively more difficult as the player moved through.

References:

ACARA. (2013). Draft curriculum documents. Retrieved June 5, 2013, from http://usqstudydesk.usq.edu.au/m2/mod/folder/view.php?id=105116

Codecademy. (2013). Tracks. Retrieved May 10, 2013, from http://www.codecademy.com/learn

Infinite Monkeys. (2013). How it works. Retrieved May 10, 2013, from http://www.infinitemonkeys.mobi/How-It-Works

I decided that for my independent project I would work with the Infinite Monkeys program to create my own app and write about my experiences, in order to determine whether it would be useful for a classroom setting.

You begin by visiting the webpage and choosing to either create a new app or edit an existing app. With students I would have them edit an existing app first to familiarise themselves with the program, then create their own app in pairs for assessment. You are asked to sign in with either Google, Yahoo, Facebook or Twitter, so students would need to create a Google account first, however this is a simple and safe process. You must also put in your contact details and regional information. Students would need to put in the school phone number and email for safety reasons.

The design process allows you to manipulate the appearance and content of your app. You can choose whatever colours and images you like from the library, or upload your own images. There is a large range of ‘icons’ that you can add to your app, simply by dragging and dropping them in.

In order to design a suitable app, students could collect data from the local community and use this data to determine what app would fill the gap. This corresponds to the digital strand of the draft technology curriculum, which states that students will: “Investigate how well information systems meet home, classroom and community needs and envisage new applications for existing information systems” (ACARA, 2013). Students would have to think carefully about their target audience and whatever need they are trying to fill, in order to tailor the app appropriately and not get carried away with adding unnecessary icons. The program allows you to scale the icons larger or smaller. Perhaps if students were making their app specifically for old or young people they would have fewer icons in a larger size.

In years 3-4 students must “recognise factors that impact on the design of products, services and environments including the role of designers and technologists to meet local community needs” (ACARA, 2013). One example of this could be to create an app for sufferers of a certain illness. It could feature a calendar with dates for certain events earmarked, a clock counting down to the next event or support group meetings and a map showing directions, blogs created by other sufferers, books that might be helpful etc.

Students need to have a basic understanding of computers and the ability to follow instructions independently in order to work with this program. For those reasons this program would be best suited to years 3 and above. I found this program straightforward, user friendly and fun. You are given step-by-step instructions via video throughout the process. I learned a lot about how to create an app and all the different components one can include, and I would definitely use Infinite Monkeys in a classroom environment. 

References:

ACARA. (2013). Draft curriculum documents. Retrieved June 5, 2013, from http://usqstudydesk.usq.edu.au/m2/mod/folder/view.php?id=105116

Infinite Monkeys. (2013). How it works. Retrieved May 10, 2013, from http://www.infinitemonkeys.mobi/How-It-Works