Exploring Computer Programming

Computer Programming

Workshop #5 - Tuesday 27th November

After experiencing a week off from university for 'directed task week', we returned to ICT this Tuesday to explore computer programming, modelling and various other aspects related to computer programmes. 

Firstly, we investigated 'computer modelling', which relates to the idea of simulation, such as architecture and computer games.

The first programme we explored was called: My Modelling Tool Kit (1). This programme can be used to create various different identities and items, such as a cake, creature, character or teddy bear. The Modelling Tool Kit allowed you to change the shape of each item, the colour, decorate it, and add other features, for example, if you were making a cake, you could add candles to the cake. It was a very simple and easy programme to use and navigate.

The second programme we looked at was called: Tizzy's First Tool. This programme was very straightward and included features such as write, paint, publish, move, chart, decide and present.

The third programme was an online website called: Purple Mash (http://www.purplemash.com). This programme is an award-winning resource from 2Simple Software. It included creative tools such as 2Paint, 2Publish, 2Design and Make, 2DIY 3D and 2Count, etc. The website allowed you to choose a specific theme, such as aliens, dinosaurs, the environment, etc. It also included maths games, such as ones involving number bonds ('bond bubbles'), games practicing your dividing skills ('divivers'), as well as many others to do with sequencing and patterns. The website also enabled you to design and create your own games, such as maze games. 

One of the best features of the Purple Mash website was a feature called 'Simple City'. This allowed you to visit different places to explore such as cafes, garden centres, farms and the doctors. These different settings all included scenarios. For example, one involved directing a child who was locked out of a house. We were allowed to control the child's actions to help them. Other features involved creating posters. I designed one promoting anti-bullying. 

Finally, we explored 'progression in programming', which concerned the process of creating and making games. Here, we focused on Papert's Philosophy of learning through technology. This is further explained below: 

According to Papert, we are entering the "age of learning" during which time the "competitive ability is the ability to learn". It is the revolution in technology that has simultaneously brought about the need for improvements in learning as well as providing the opportunity to improve "learning environments". New technologies will enhance learning particularly for children through "the creation of personal media capable of supporting a wide range of intellectual styles". (The Children's Machine)

We then explored MSW Logo Screen, which was a bit harder to navigate as it involved giving commands and directions to the computer, in order to apply. 

Located below is a screen shot of an example of some regular quadrilaterals I drew using MSW Logo. You have to provide commands in order to draw lines. The codes are as follows:

- FD = Forward

- BK = Back

- RT = Right

- LT = Left

- PU = Pen Up

- PD = Pen Down

- PE = Pen Erase

- CT = Clear Text

Then, you provide a specific amount after the command to direct the amount of degrees you wish to turn. For example, RT 90 = Right Turn 90 degrees.

I believe that this is a very good tool to use in the classroom as it develops the following skills: 

• Spatial awareness
• Angles
• Directions
• Drawing Shapes
• Knowledge of Polygons

Therefore, this programme can be incorporated for a number of cross-curricula links: it can develop children's ICT skills, mathematical skills as well as transferable skills, including the ability to think logically and to reason. 

The final programme we looked at was the Scratch document. This allowed you to instruct a character to execute a number of actions, such as to move, turn or glide. In addition, you can get the character to communicate through making sounds or using speech bubbles. Sound effects include animal sounds, music loops, instrumentals and vocals. Moreover, you can also add a scenic background and add different characters and import them from a selection of categories, including animals, fantasy, letters and people. 

Below: Screenshot of Scratch document and MSW Logo Screen

How does ICT allow greater speaking & listening skills?

ICT - Speaking and Listening

Workshop #4 - Tuesday 13th November

We began by learning how ICT benefits speaking and listening within a classroom environment. We spoke about the use of interactive whiteboards, media (for example, through watching and listening to things), audio books (such as, learning a new language) and through transportable devices, such as mp3/mp4s. We then considered why these equipments are beneficial in learning. This is because they can be used for a variety of different purposes, such as for school trips and storybooks to aid teachers during lessons.

Talking photo albums: We explored this device, which supports speaking and listening on the literacy framework. The talking photo albums provide a particular focus on:

- Photo sequences

- Presentations

- Hiding and revealing pictures.

Talk time cards: This device contains a limited recording time and keeps pupils focused on talk. It also ensures they record what is really needed. 

Talking tins: This device is especially useful for:

- Recording and playing back short instructions or word sounds.

- Developing speaking and listening skills.

- Using teacher recording sounds and instructions to encourage investigative work.

Podcast are video blogs which can be downloaded from the internet. Schools use radio podcasts to communicate particular content/material.

Finally, we explored the role of digital cameras and video recording, which can be a useful resource in the classroom. It is important to remember that children live in a multimedia world and appreciate variety in their learning environment. They take audio visual information and the internet for granted, almost. In addition, when learning, they children tend to react more positively to a mixture of text, still images, sound and video, which appeals to all types of learners (visual, auditory and kinesthetic). Children tend to find these activities more interesting, in comparison to 'chalk and talk' style lessons.

Control and Monitoring Technology

Control and Monitoring Technology

Workshop #3 - Tuesday 6th November

During workshop 3, we explored the increasing use of computer control in today's society and how it is beginning to have a greater role and influence in our lives. 

We began by examining a general definition of what computer control actually is. We concluded that computer control refers to when a set of instructions have been programmed into a machine, in order to produce a predetermined action. An example of this is setting an alarm.

After this, we explored the concept of computer monitoring. This relates to when a specific measuring tool is used to record information about environmental changes over a period of time. The tool which we experimented with was called a 'data logger'. This device is designed to record sound levels, temperature and light, and therefore has a number of different purposes within society.

We also examined the role of a flexiscope. This is a digital microscope which works through a USB connected to a computer/laptop. A flexiscope allows you to take a number of photos of objects that are placed underneath the lens.