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.
Scratch Digital Activities Reflective Blog 