In my District and School, students and teachers have just been introduced to coding this past year. It is a very exciting time, and a huge learning curve for myself and many of my colleagues in learning how to integrate technology as a part of our pedagogical practice to meet the new BC Curriculum outcomes. For all teachers, I recommend visiting http://codebc.ca and https://code.org/where there is a wealth of information to help educators and parents get started in all ages and grades. My assignment in learning coding for this course begins with “Scratch”, which is an online application that educators use to engage students in computational thinking and can be integrated into a variety of subjects. “Scratch” teaches the basics of programming by using a drag and drop system of commands. This app allows students to build skills to become future programmers. In learning how to create new designs, students use systematic reasoning, creativity, innovation, logic, and gradually build on visual knowledge to introduce coding basics using blocks, while working collaboratively with others. The flexible programming allows students from ages 8 and up to create new and interesting projects and build visual stories, musical performances, games, and other animations. In our District Resource Centre, we have a box of “Scratch” cards, that offer challenges for this App, as well as books like "Helloruby", that are compatible and work using the tools of the “Scratch” App. https://www.youtube.com/watch?v=U4ktPBNNw60 At my school, our primary students have been using a “Code and Go” Robot Mouse Activity set, which is much like “Bee-Bot”.These sets help students beginning in kindergarten learn how to code by developing directional language. Students begin by building the area with hands-on plastic puzzle pieces using one of the included paper maps as a guide. Then they place instructional cards down to help in the next step of programming the mouse to get to the cheese from its starting point. Students press the buttons on top of their mouse using the same sequence of their helping cards to program their mouse robot with a set of instructions using arrow, forward, and turn buttons to get the cheese. This process provides opportunities to problem solving, because if there is something wrong with the programmed sequence students must review their steps and find a solution by reprogramming their mouse until they have success. I began with this Robot Mouse activity in my grade 2/3 class, as it was an excellent introduction to coding, and way to teach directional patterns, using symbols to define a sequence with restraints, and decompose a task into smaller elements. Our District Resource Centre has purchased many Coding and Robot resources this past year to provide opportunities for primary and intermediate students to use the latest and greatest computational and logic building technology including: "Sphero’s" made by Apple and “Dash” and “Dot” Robots from the "Wonder Pack". “Learning to code can seem like a daunting prospect, especially if you don't know where to start. However, the development of toys such as the "Sphero SPRK" removes the uncertainty and fear by engaging users in a fun but easily understandable way through gradually building on visual knowledge to introduce coding basics.” (https://www.zdnet.com/product/sphero-sprk-edition/) Using the “Dash” and “Dot” robots offer a choice of being controlled by 4 progressively more difficult "Make Wonder" levelled Apps that gradually builds more complex coding and computational skills in the learner. Tablets, or other handheld devices may be used to pair the Robot to Bluetooth. Depending on which app you choose for your classroom will depend on the skill level and experience of your students and teacher, because the coding skills that each App teaches range from very basic steering maneuvers to quite complex logic and computational thinking. The four Wonder Apps to control “Dash” and “Dot” include: The “Go” App allows the user to turn on sounds, lights and steer the robot much like a remote-control car. This is a great start for students to learn the basics of using the Ipad to pair with the robot using Bluetooth functions. The “Path” App, introduces the idea of creating a path by programming your Robot by simply drawing a line with your finger, which helps students develop measurement and mapping scale skills. The “Blocky” App, is very much like Scratch in that students program the sequence for their robot to move, light up, and make noise by dragging and dropping block commands in a sequence of their choice. The “blocky” App, similar to “Scratch”, provides for problem decomposition, logical reasoning, and understanding algorithm design processes using symbols, pattern knowledge, and data sets. The Last “Wonder” App allows students to program and save their creations it is definitely recommended for older students. For me the concept of “Computational programming” becomes less abstract as students become more skilled in coding using more complex apps. All of these Apps/Robots/ and coding tools gradually build on visual knowledge to introduce coding basics. “Sphero", similar to “Dash”, “Dot”, and “Scratch” are all created for learner progression. These Apps allow students of all ages build skills in logic and computation using technology, innovation, and algorithms, for creative coding designs. o edit. |
AuthorI've been an educator for 14 years. I've worked with ELL, Aboriginal, Rural, Multigrade, and Urban, classrooms across all grades from K-12 in more than 8 communities in BC and Alberta. I believe in inquiry, and collaboration, and an ever-changing growing practice built upon reflection and a shared community vision. ArchivesCategories |