Your SlideShare is downloading. ×
Turtle Graphics
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Turtle Graphics

1,351
views

Published on

We reflect briefly on the difference between ICT and computing. The first session sets primary school computing within the historical context of educational computing and present policy. I provide an …

We reflect briefly on the difference between ICT and computing. The first session sets primary school computing within the historical context of educational computing and present policy. I provide an overview of Syemore Papert’s work.

I introduce you to BYOB Scratch and you use it to explore a few simple exercises in turtle graphics before using it to copy or create more complex shapes.

I brief you on the module assessment.

Published in: Education, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,351
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Creativity and Computing in the Primary School 30 th September 2011
  • 2. Lectures
  • 3.
    • Multimedia Game
      • Storyboard
      • Development
      • Testing and improvement
      • Activity book
    • Reflection
      • Blog
      • Video essay
    Assessment
  • 4.
    • Reading / viewing
    • Discussion
    • Presentation
    • Paired practical
    • Paired project
    • Individual, shared reflection
    Teaching and learning
  • 5. Programming on the primary curriculum?
  • 6.
    • Developing ideas and making things happen
    • Pupils should be taught:
    • KS1: how to plan and give instructions to make things happen [for example, programming a floor turtle, placing instructions in the right order
    • KS2: how to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them [for example, monitoring changes in temperature, detecting light levels and turning on a light]
    • to use simulations and explore models in order to answer 'What if ... ?' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships [for example, simulation software, spreadsheet models].
    National Curriculum 1999
  • 7.
    • Unit 2D. Routes: controlling a floor turtle
    • Unit 4E. Modelling effects on screen
    • Unit 6C. Control and monitoring - What happens when...?
    QCA Schemes of work
  • 8.
    • Standards in using spreadsheets, databases and programming remained low
    • Higher-attaining pupils and students were insufficiently challenged, often spending time consolidating what they could already do rather than acquiring higher-level skills
    • Too much emphasis is sometimes placed on pupils using ICT to present their work well, at the expense of developing their skills in handling information, programming and modelling data.
    Ofsted, 2009
  • 9.
    • “ An urban primary school had good provision for developing pupils’ programming skills. Two Year 6 pupils attending provision for gifted and talented pupils at their local secondary school were introduced to a freeware application which enabled them to design and program a two- dimensional computer game. Their enthusiasm prompted their class teacher to download the software and to introduce a new unit of work for the whole class based around it.
    • Pupils were asked to design the graphics, layout and functionality of their own computer game and to write the program to implement their ideas for its design. Over a series of lessons, pupils used a ‘paint’ application to design their game backgrounds and sprites. Having completed the graphical elements, pupils wrote scripts to control movement and interaction in their games. This required them to learn to use sophisticated programming constructs such as ‘repeat… until’ and ‘if… then’ in capturing keyboard input, managing variables and testing whether particular conditions had been met.
    • The choice of task and software motivated pupils who were therefore able to make good progress. Most were able to write a series of executable instructions to implement the features of their game design. One autistic pupil excelled at this task and made better progress than his peers. He made outstanding use of loops, conditional jumps and incremental counters in his program. His skills exceeded those of his teacher, to whom he had to explain the principles of what he had done. “
  • 10. BYOB Scratch
  • 11. Logo challenges
  • 12. Logo
  • 13.
    • 1928 born in Pretoria (SA)
    • 1954-58 maths research at Cambridge
    • 1958-63 worked with Piaget in Geneva
    • 1960 ’s AI Lab at MIT (LISP)
    • 1980 Mindstorms
    • 1993 The Children ’s Machine
    • 1996 The Connected Family
    • 2005 OLPC
    • 2006 Brain injury, Hanoi
    Seymour Papert
  • 14. Papert on Logo (1983)
  • 15.
    • In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.
    Mindstorms Seymour Papert, 1980 (p5)
  • 16.
    • “ In teaching the computer how to think, children embark on an exploration about how they themselves think … thinking about thinking turns the child into an epistemologist” (p19)
    • “ My conjecture is that the computer can concretize (and personalize) the formal.” (p21)
    • “ I began to see how children who had learned to program computers could use very concrete computer models to think about thinking and to learn about learning and in doing so, enhance their powers as psychologists and as epistemologists.” (p23)
    Mindstorms Seymour Papert, 1980
  • 17. Papert on OLPC
  • 18.
    • “ Constructionism is a philosophy of education in which children learn by doing and making in a public, guided, collaborative process including feedback from peers, not just from teachers…
    • Constructionist guidance has to be informed by a knowledge of what there is to explore and discover, including our ignorance, and of a variety of approaches that can be used for children at different developmental levels with various degrees of preparation. ”
    Constructionism http://wiki.laptop.org/go/Constructionist
  • 19. Your project