Project 2

Within the final stages of the Digital Activities I chose to experiment with Blockly Turtle Graphics in order to compare and contrast it to the Scratch program. Within Blockly Turtle Graphics I experimented with different sequences of controls in order to design a sequence of blocks that would draw a house at the click of a button. In order to complete this task I was required to work with angles as well as lifting and putting down the pen. After some experimenting I managed to create a house with a chimney, door and windows.

In comparing this program with Scratch I found it easier to use as there were less available functions to choose from. However this lack of functions limited my ability to create complex sequences. In exploring the blocks there are many Maths block which could be used to create graphs and mathematical equations. For example, within a classroom students would be able to create a function for the program to graph. This would be particularly useful in meeting the Australian Technology Curriculum descriptor: “Acquire, store and validate different types of data, and interpret and visualise data in context to create information” (ACARA, 2013). Within this descriptor students are required to use software to automate calculations to assist with interpreting data (ACARA, 2013). By building functions to graph data, or provide an output, students are then able to interpret this data.

Furthermore Blockly Turtle Graphics has the ability for students to share their creations online, meeting the Australian Technology Descriptor 4.7: “Manage the creation, sharing and exchange of information with known audiences” (ACARA, 2013). Within a classroom situation students would be able to create a database of games/functions, allowing them to share their creations with other students. 

Throughout this process I have learnt that sequencing is at the heart of computer programming, along with the importance of creating specific instructions. 

Time to Explore!

During the next phase of the Digital Technologies activities I chose to explore the Hackety Hack program, along with Blockly Turtle Graphics.

Within Hackety Hack I viewed a number of tutorials which were based upon Ruby Programming. Within these tutorials I was required to enter different programming commands into the program, exploring the outcomes of the commands. During these tutorials my knowledge of programming developed. For example, I learnt that the Ruby Programming language was developed by a Japanese man called Matz. I also learnt many programming commands, such as using the word ‘alert’ as a verb, that a ‘string’ is a bunch of words between two ” “, and you are able to join two strings together by using a + sign.

Hackerty Hack would prove useful for teaching students the basics of programming within classrooms. For example, students are able to work through the tutorials at their own pace, before experimenting with the program, creating their own programs. This would therefore meet the Year 5/6 Australian Draft Technology Curriculum 6.7 whereby students design and implement digital solutions using visual programs with user input, branching and iteration (ACARA, 2013). This involves students experimenting with different programming options that involve repeat instructions, which would be enhanced through using a program such as Hackerty Hack (ACARA, 2013).

 

The second program that I explored was Blockly Turtle Graphics, which was quite similar Scratch. Within this program I engaged in self directed exploration, whereby I used the control blocks to create a sequence whereby the Turtle drew a square.

Within this activity I learnt how to create a sequence of controls in order to draw a square. I then experimented with other geometric shapes, consolidating my basic programming knowledge.

Like Scratch this program would be excellent in teaching the Digital Technologies strand from the Australian Curriculum. Within the Year 3/4 descriptors it states that students should design and implement simple visual programs with user input and branching (ACARA, 2013). Extending this concept students should also be able to experimenting with different ways of instructing a program to make a choice, for example using an ‘IF’ statement (a common statement used to branch) to indicate that the program must make a choice between two different circumstances (ACARA, 2013). Using Blockly Turtle Graphics, teachers would be able to create a design challenge for the students, whereby they are required to use the ‘IF’ statement. Students would then be able to engage in discovery or problem based learning in order to form a solution to the problem. 

    

Challenge Activities

During weeks four and five I engaged in challenge activities to further extend my knowledge of the Scratch program. During this self-exploration I chose to develop a multi-leveled game, whereby the player has a number of lives. Each time the player touches an obstacle they loose a life, having to start the level again. However, on successful completion of the level the difficulty increases with the addition of obstacles. During the development of this game I was required to develop my own Sprite, colour the background, as well as use functions of the program which were new to me. In particular, during the previous Scratch activities I had had little exposure to the Variables controls. However, in order to make a mulit-leveled game I was required to create controls such as ‘set lives to’ and ‘change lives to’.

The Australian Draft Technologies Curriculum ensures that students are explicitly taught how to manage projects (ACARA, 2013). By engaging in a self-directed learning experience, such as this challenge, students are required to plan the challenge, investigate and research possibilities, implement the process and then evaluate the outcomes, therefore engaging in the necessary steps to manage their own projects. Furthermore the Australian Technology Curriculum also equips students with a set of critical and creative thinking skills and ICT capabilities that will support learning anytime, anywhere, as well as participation in a knowledge-based society (ACARA, 2013). Scratch can assist in enhancing these skills through a discovery learning approach, as undertaken in this activity. For example, I was unsure as to how to create lives within my game. Using a trial and error approach, along with critical and creative thinking, I was able to discover the answer and solve the problem,

Throughout this activity I learnt how to create a multilevel game incorporating lives and obstacles. This required me to use the ‘Variables’ control, which I was not overly familiar with. Furthermore, I also learnt problem solving skills through a discovery and self-directed learning approach.

Within the classroom Scratch would be an excellent tool not only for teaching programming and sequencing, but also for teaching problem solving and critical and creative thinking skills. For example, students may be set a challenge. It is then up to them to self manage their own project to solve the challenge and develop a solution.

The Beginning of My Scratch Journey

The following Blog aims to capture my Scratch learning experience over the current university semester, reflecting upon my experiences, lessons I have learnt and applications for the Scratch program. If you have not already been introduced to Scratch, I recommend that you download the free program and have a play!

Phase 1 Reflection

Throughout the first three weeks of the Scratch activities I undertook in various programming actions, from utilising simple commands to move the sprite, to building a race car and track, and finally creating a game of ping pong. This is my first experience with programming, making the activities quite daunting. However, throughout the three weeks the activities were progressive, allowing me to build upon my knowledge from the previous weeks. By the end of week three I came to realise that the process of programming is based on sequencing and patterns, which also forms a part of the mathematics curriculum. After discovering this, it was a case of exploring the different blocks and their functions in order to create a sequence. Even within the challenges I was able to draw upon past activities, along with use a trail and error method, in order to adjust the angle of the Ping Pong ball, add sounds to the race car game and draw polygons.

During the activities I learnt how to drag blocks from the Blocks Palette into the Script area, issuing commands to move the sprite around the screen either using the mouse or the keyboard. From here I began to combine blocks to form a sequence of movements, altering the values of the blocks to move the sprite in different angles and distance.

Within the week two and three activities the difficulty of these tasks increased. I engaged in altering the background, creating my own sprite, and creating commands for this sprite to move around the screen as directed. I thoroughly enjoyed these activities, as I found them engaging, interesting and fun.

Within the Draft Australian Curriculum, programming falls under Specification, Algorithms and Implementation, within the Digital Technologies strand (ACARA, 2013). As early as Foundation, students begin exploring basic programming, with students in Foundation to Year 2 required to collaboratively write and enter simple sets of instructions, for example using simple visual programming, to direct an actual or virtual robot to perform moves in particular directions (ACARA, 2013). These skills are then built upon throughout the years, as by Year 7 and 8 students are required to develop and modify programs with user interfaces involving branching, repetition or iteration and subprograms in a general-purpose programming language (ACARA, 2013).

After undertaking the first Scratch activity in Week 1, it is clear that this program could be used within classrooms to teach students programming and the digital technologies strand. For example, the younger students would be more than capable of putting together simple sequences in order to move the sprite around the screen. As the student progress, they would then be able to introduce more complex sequences.  Also, this program could be used to teach or reinforce specific Maths concepts, such as sequencing, patterning, repetition, working with angles and reading coordinates.

Over the next few weeks I am hoping to further explore the Scratch Program, and increase my programming skills.

References 

Australian Curriculum, Assessment and Reporting Authority. (2013). Draft Australian Curriculum: Technologies. Foundation to Year 10. Retrieved fromhttp://consultation.australiancurriculum.edu.au/Static/docs/Technologies/Draft%20Australian%20Curriculum%20Technologies%20-%20February%202013.pdf