Digital Technologies: Challenge 10

Coding – Scratch it!

Digital Technologies Challenge 10 required using the Scratch platform and software to explore coding and game design.

Learning Opportunities Using Scratch

Exploring the digital technologies curriculum and research has shown me the increasing relevance of students learning how to use digital information systems to be able to “thrive in a rapidly changing world” and therefore the importance of providing age appropriate, challenging, meaningful, play based, experimental and interactive learning experiences (ACARA, 2018d; Fluck, 2014; Google, n.d; Resnick et al., 2009).

Scratch can be used for teaching and learning computational concepts and 21st century general capabilities including critical and creative thinking (problem solving processes including systems, design and computational thinking), information and communication technology [ICT] (digital systems) and personal and social capabilities (working independently and collaboratively) (ACARA, 2018a; ACARA, 2018e; Resnick et al., 2009; Scratch, n.d).

Animation

I experimented with Scratch using the ‘Animate a name’ tutorial https://scratch.mit.edu/projects/editor/?tutorial=name.

Click to explore Megan Becomes Animated!

Megan Becomes Animated! https://scratch.mit.edu/projects/529310555

Design Challenge

Fish and Shark Game

I followed the instructions provided to create a Fish and Shark Game in Scratch (Fasso, n.d).

I modified the source code for the shark to open it’s mouth for all yellow fish. This task gave me a better understanding of the importance of ‘productive failure pedagogical design’ as it presented an ambiguous open-ended problem that was beyond my current coding ability (Kapur, 2008 as cited in Sawyer, 2019). I tried some duplicated variations of the ‘if, then, else’ code, tested them and found they were unsuccessful. These ‘failures’ caused me to look at the problem more critically, develop creative insight and resulted in “deeper and more effective learning” (Sawyer, 2019). My future students will benefit from the incorporation of productive failure in my design teaching practice (Sawyer, 2019).

I created a timer to end the game. I searched for, found and followed instructions from https://www.101computing.net/wp/wp-content/uploads/How-to-create-a-timer-in-Scratch.pdf (101Computing, n.d). Upon reflection I realise I may have developed a deeper understanding if I had experimented with controls by clicking to see what worked. Studies have shown that “children tend to be less risk averse than adults” (Paulson et al., 2012, p. 178). I now realise that I demonstrated risk averse behaviour as I considered, from experience, that using instructions would allow me to achieve the desired result accurately (Paulson et al., 2012).

Click to Play the Fish and Shark Game

Fish and Shark Game https://scratch.mit.edu/projects/527995965

My Variation – Jurassic Eruptions! Game

I then created a variation of the game to include a T-Rex, dinosaurs and a ‘lava rock’ sprite.

Click to Play Jurassic Eruptions! Game

Jurassic Eruptions Game https://scratch.mit.edu/projects/528007283

Reflection

To effectively design appropriate learning experiences and support student learning in digital technologies teachers need sufficient technological knowledge, digital pedagogical knowledge and content knowledge (TPACK) (Koh et al., 2015; Sheffield et al., 2018). During this challenge I have increased my technological and digital pedagogical knowledge while developing an understanding of the Scratch program and learning how to use it to create learning experiences that integrate the Digital Technologies ‘knowledge and understanding’ (digital systems) and ‘processes and production skills’ (creating digital solutions) strands (ACARA, 2018e). I learnt how it can be used to explore a digital system for a purpose (ACTDIK014, ACTDIK007, ACTDIK014), define a sequence of steps (ACTDIP004, ACTDIP010, ACTDIP017), design and modify a digital program (ACTDIP018, ACTDIP019), implement digital solutions as a visual program (ACTDIP011, ACTDIP020), evaluate the use of ICT to meet needs (ACTDIP005, ACTDIP012) and to plan, create and communicate ideas technically, safely and ethically (ACTDIP006, ACTDIP013, ACTDIP022)(ACARA, 2018b; ACARA, 2018e).

I have also learnt that digital technologies can provide a stimulating way of learning that can be integrated with other areas of the curriculum (ACARA, 2014). For example, Scratch could be used for science projects (especially on dinosaurs or volcanoes) to automate and creatively communicate ideas and information which is also aligned with the aims of the Digital Technologies Curriculum (ACARA, 2018c; Resnick et al., 2009).

I am eager to extend my exploration of digital technologies and engage in professional development so that I can effectively guide students to develop the knowledge and skills they need to navigate and contribute to the increasingly digitised and automated 21st century and the future (ACARA, 2018d; Barr & Stephenson, 2011; Fluck, 2014; Resnick et al., 2009).

Australian Curriculum Links

Australian Curriculum: Technologies: Digital Technologies (ACARA, 2018)

Knowledge and Understanding

Digital systems

Level 2: Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Level 4: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Level 6: Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Creating digital solutions

Defining

F – Year 2: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)

Year 3 and 4: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Year 5 and 6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Designing

Year 5 and 6: Design a user interface for a digital system (ACTDIP018)

Year 5 and 6: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Implementing

Year 3 and 4: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Year 5 and 6: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)

Evaluating

F- Year 2: Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)

Year 3 and 4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)

Year 5 and 6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)

Collaborating and managing

F – Year 2: Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)

Year 3 and 4: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Year 5 and 6: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

References

101Computing. (n.d). How to create a timer in Scratch. https://www.101computing.net/wp/wp-content/uploads/How-to-create-a-timer-in-Scratch.pdf

Australian Curriculum and Assessment Authority. (2018a). Australian curriculum: General capabilities in the Australian curriculum: Technologies. https://docs.acara.edu.au/resources/Technologies_-_GC_learning_area.pdf

Australian Curriculum and Assessment Authority. (2018b). Australian curriculum: Technologies: Digital technologies. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/

Australian Curriculum and Assessment Authority. (2018c). Australian curriculum: Technologies: Digital technologies: Aims. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/aims/

Australian Curriculum and Assessment Authority. (2018d). Australian curriculum: Technologies: Digital technologies: Rationale. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/rationale/

Australian Curriculum and Assessment Authority. (2018e). Australian curriculum: Technologies: Digital technologies: Structure. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/structure/

Australian Curriculum and Assessment Authority. (2014, April 3). Digital technologies: An introduction. [Video]. YouTube. https://www.youtube.com/watch?v=CMUkJ3qLoVw&t=197s

Barr, V. & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM inroads. 2(1), 48-54. https://people.cs.vt.edu/~kafura/CS6604/Papers/Bringing-CT-K12-Role-of-CS-Education.pdf

Fasso, W. (n.d). Fish and shark game (made in Scratch) adapted by game and instructions by Redware: This project is modified from the Fish! Game tutorial produced by Redware Research Limited.

Fluck, A. (2014, October 22). Demystifying digital technologies. [Video]. YouTube. https://www.youtube.com/watch?v=VTpbwBISRDk&t=593s

Google. (n.d). Every student deserves the chance to explore, advance, and succeed in computer science. https://edu.google.com/code-with-google/?modal_active=none&story-card_activeEl=enhance-any-subject

Koh, J.H.L., Chai, C.S., Benjamin, W. & Hong, H-Y. (2015). Technological pedagogical content knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning. Asia-Pacific Edu Res, 24(3), 535-543.

Paulsen, D. J., Carter, R. M., Platt, M. L., Huettel, S. A., & Brannon, E. M. (2012). Neurocognitive development of risk aversion from early childhood to adulthood. Frontiers in human neuroscience, 5, 178. https://doi.org/10.3389/fnhum.2011.00178.

Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B. & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM. 52(11). https://web.media.mit.edu/~mres/papers/Scratch-CACM-final.pdf

Sawyer, R.K. (2019). The role of failure in learning how to create in art and design. Thinking skills and creativity, 33. http://keithsawyer.com/PDFs/Sawyer%202018%20Failure.pdf

Scratch. (n.d). Scratch for educators. https://scratch.mit.edu/educators/

Sheffield, R., Blackley, S. & Moro, P. (2018). A professional learning model supporting teachers to integrate digital technologies. Issues in Educational Research, 28(2), 487-510. https://www.iier.org.au/iier28/sheffield.pdf