week 8 reflections

Reflections week 8

We engaged with a number of fantastic resources again this week. We revisited the Hour of Code website to explore an Angry Birds maze: http://static-hoc.studio.code.org/?s=hoc
  This activity required students to think in logical steps and visualise outcomes before inputting instructions. I immediately recognised the map reading skills required and related this to the maths and geography curriculums: http://www.australiancurriculum.edu.au/Search?q=maps
The activity required logical thinking and planning, entering instructions, trialing and progression to the next level where deeper logical thinking is needed. Aimed at the right age level (I imagine years 3-4), this is a very engaging way to involve students in basic coding for two reasons: it involves a game and it involves Angry Birds.

I downloaded the unplugged resources from http://teachinglondoncomputing.org/resources/primary-school-resources/ for future reference. While I haven't explored them fully yet, I am sure they will be of use in addressing curriculum requirements for coding introduction in contexts without a lot of designated one-to-one ICT availability.

The following video retrieved from https://moodle.cqu.edu.au/mod/page/view.php?id=13735
explains the algorithm concept beautifully as a sequence of steps towards an outcome. These steps may or may not include variables and outcome options. I can plainly see here how learning experiences can progress along a continuum that builds logical thinking skills from prep (algorithmic thinking might involve listing steps and direction to the library or tuck-shop, even as blindfold game) to higher primary where variables and their effects on outcomes can be factored in (hour of code activities, SCRATCH resources). This video is actually a resource from www.altv.vic.edu.au where teachers can also source example activities to assist with implementation of the curriculum.


Again, I recognise opportunities for cross-curricula application of algorithms. Organising steps in a sequence links to procedure writing (English), scientific reporting (explaining investigation steps and variables). And of course flowcharts are an invaluable resource for illustrating algorithms and thinking through steps and variable effects.

Other resources that I am keen to explore further for classroom application are

• http://blabberize.com/
• http://twolivesleft.com/CargoBot/ (iPad app)
• https://www.allcancode.com/ (Run Marco)
• http://www.lego.com/en-us/mindstorms/learn-to-program (lego mindstorms)
• http://scratch.redware.com/lessonplan/makeagame (Scratch game making)

I do feel that I am now in a position where I can answer the question, "Why are we learning this?" with confidence and conviction. My answer would be, "because being able to think in logical steps and being able to communicate these steps to people are life skills that will help you to get through any situation in life. You are problem solvers and designers. Our learning journey will see you become clever and thoughtful problem solvers who are able to plan, implement and follow through on solutions for any situation."

As a final note, I have learned that the school where I am doing my prac placement with year 1 does have a robotics program for years 5 and 6. I intend to 'crash' a few of these sessions to observe the program in practice. In my book, any learning experience that students engage in with enthusiasm is great, especially when they realise the skills that are in their possession. Enabling students to feel successful and capable works on so many levels to achieve successful learning outcomes.
Programs such as 'robotics' seem a brilliant way to bring together technology learning from earlier grades and give it real purpose for students. I look forward to observing the program in action and hopefully becoming involved in it. Students wouldn't even realise the knowledge they apply amidst the fun of the challenge. How wonderful for a teacher to be able to point it out and explicitly link to prior learning, where perhaps the question was asked, "Why are we learning this?"

week 7 reflections

Code monster:
http://www.crunchzilla.com/code-monster
 is a fabulous exercise in giving coded instructions and watching the results. It is a great introduction to how codes affect instructions to computers but for me, it needs better linking for classroom use. In essence, we are changing numbers to change an object on the screen. Personally, I am worried that students will ask, "how does the computer know what each number means?" I can't answer this. Programmers have this expertise. If we introduce students to coding we need to be able to follow through or they will hit a wall in their learning. I see coding as a potentially fantastic maths area to teach but don't feel competent at explaining it as 'computer language'.
I wholeheartedly embrace technology and its use in the classroom. I love the mathematical concepts of coding. The thinking patterns involved in understanding binary coding are beautifully mathematic and can easily be taught as 'logical thinking'. This, I can justify to students. I would rather teach coding as a mathematics topics than as digital technology, at least until I can explain this link properly...

Ideally, I'd like to be able to articulate the links between binary and computer programming like these guys:
 http://mic.com/articles/85281/14-beautiful-images-that-math-nerds-will-geek-out-over

I engaged with some of the other suggested resources this week:

1. The YouTube clip about basic PC parts. I found this very useful in refreshing/enhancing my knowledge of PC components and would consider playing it for students. For younger grades I might reword it or translate it into an age appropriate powerpoint myself.


2. The 'Build a computer' activity: www.avcoonline.avc.edfu/ebeyer/interactions/
was useful in seeing how components are housed inside a computer although it still included a floppy drive.
3. The 'build a network activity: www.teach-ict.com was useful in seeing how networks are linked. I would incorporate follow-up learning along the lines of hub vs switch, individual printers vs printer server and the different types of cables.
4. Given my limited knowledge about teaching digital technology I followed Wendy's recommendation and purchased Lessons in Teaching Computing in Primary Schools. I went for the hard copy version rather than online as I'm a bit old school and prefer to read from paper.

 

 

5. I viewed this short clip about how the internet works. I have only one word - mindblowing. I would certainly use this in the classroom for all ages.



 

6. Visual Literacy - chapter 5 of Teaching and Learning with ICT in the Primary School (Younie et.al 2015).
This chapter illustrated the potential for using concept maps and graphic organisers as teaching strategies  for encouraging creative problem solving. The research findings on page 59 highlight the benefits to learning outcomes from embedding these strategies into pedagogy.
The usefulness of graphic organisers in designing learning experiences is a concept I am familiar with and already embrace from exposure to Dimensions of Learning (Marzano et.al 1997) in other subjects. Using digital formats just yells about how easy it is to incorporate ICT across all subjects.
I do need to spend time developing my own competencies in digital concept mapping so I can hope to realise their rich potential for enhanced learning experiences.

References
Marzano, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R., Moffett, C., Paynter, D.,    Pollock, J. and Whisler, J. (1997). Dimensions of Learning Teacher's Manual. Alexandria, USA: ASCD.

Younie, S., Leask, M. and Burden, K. (Eds). (2015). Teaching and Learning with ICT in the Primary School. Abingdon, Oxon: Routledge.