Session Five - 27th November 2012 : Computer Programming and Games Based Learning (Part 1)

After a short break for Directed Tasks week, our ICT sessions resumed this week with the first of a two part focus on modelling software and computer programming.  Thankfully, the session was not all about theory and we had time to try out some of the software and reflect on how we might use it in our teaching practice.

My learning from today's session included: 
- The term modelling in ICT is about exploring 'what if?' scenarios
- There are a range of computer modelling programmes, many of them free to download, which can be used in schools
- Programmes can be used across all age ranges: EYFS; KS1; KS2 and are especially useful for EAL and SEND learners

Computer modelling is very useful as it allows us to try things out on screen before we commit ourselves to the real thing.  Examples of everyday uses are: developing new technology; architecture (Computer Aided Design); aircraft simulations.  It is fascinating and thought provoking and develops children's spatial awareness skills, which are very important for subjects such as mathematics and design and technology.  It also develops children's ICT skills by building their understanding of how computer games are designed.  The computer games market is huge and growing and so it is important that we nurture the potential computer programmers of the future through strong primary school educational provision.  Computer modelling is specified in the National Curriculum at EYFS, KS1 and KS2:

 Early Years Foundation Stage:
This focuses on experiences which support children: finding out and exploring; being willing to have a go; keeping on trying; enjoying achieving what they set out to do; having their own ideas; testing predications and choosing ways to do things.

Key Stage One:
2d - Developing ideas and making things happen 
Pupils should be taught to try things out and explore what happens in real and imaginary situations.  For example, trying out different colours on an image and using an adventure game or simulation.

Key Stage Two:  
2c - Developing ideas and making things happen
Pupils should be taught to use simulations and explore models   to answer 'what if?' questions.  Also to investigate the effect of changing values and to identify patters & relationships.  For example, simulation software and spreadsheet models.

In the ICT session today, we looked at some of the excellent modelling programs that are available for use in schools.  These included: My Modelling Toolkit, Tizzy's First Tools (especially popular in EYFS and KS1) and Purple Mash.

These programs are easy to use and very child-friendly.  They also have different levels of challenge built in, which will be useful for stretching gifted and able pupils.  One way in which pupils could use 'Purple Mash' would be to design a new classroom.  They would need to think about what would be needed in the classroom and perhaps model different layouts and then compare and contrast them before deciding on the optimum layout.

People laughed at professor Seymour Papert in the sixties when he talked about children using computers as instrucments for learning and for enhancing creativity.  The idea of an inexpensive personal computer was, at that time, just science fiction.  However, Papert was conducting important research which would lead to the developlement of LOGO computer programming language, allowing children to use computers to write and to make graphics.  He also developed the first children's toys with built-in computation.
Today Papert is considered the world's foremost expert on how technology can provide new ways to learn.  He is a participant in developing the most cutting-edge opportunities for children to participate in the digital world.

Scratch is the next step along from LOGO. It is a programming language for everyone.  In today's ICT session we explored how the program can be used to create patterns.  In schools it could be used by pupils to create interactive stories and games.  It can also support music and art lessons.

Finally, here is a link to an interesting article on how computer games potentially motivate pupils and support their learning.  The article claims that a third of teachers are using computer games in the classroom and a majority believe they improve pupils' skills and knowledge.  In a survey, 91% of teachers thought they developed motor and cognitive skills, and 60% believed they would develop thinking skills and acquire specific knowledge.
http://news.bbc.co.uk/1/hi/education/4608942.stm