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.
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