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.