Skip to main content

Coding with Scratch

As many articles on the Internet state the educational benefit of game programming extends beyond providing an easy and interesting introduction to programming. Students learn through discovery about ICT, media and communication. This learning occurs as the student reflects on their experiences and constructs a personal understanding. It requires logical thinking, critical reasoning, problem identification and solving skills and persistence.

“Learning how to program in Scratch puts the learning completely in the hands of the students. There are infinite paths a student could take with the program. There’s no way that we, as teachers, can prepare for the direction that the student will head towards” (Sprankle, 2013). This is true example “Problem Based Learning” and “Just in Time” Teaching in action, allowing the students to become creators rather than just consumers. There are many examples where teachers have been using Scratch to empower student writing in areas such as poetry and narratives (Fay, 2010).

As an ICT Integrator but more importantly in this instance a practicing Infants Teacher, I advocate the importance to get students interested in learning about STEM topics before Years 4 & 5. I believe this because around this time children begin to form opinions about what is “cool” or “not cool.” I want my students to be engaged and develop a love of learning and this is why in my classroom I use things such as Scratch to help kids to have fun with maths. It causes them to search for the creative answer. Creativity is such a precious skill that we need to promote to our students. With tools like Scratch, students are getting a fun introduction to design thinking.


References:

Popular posts from this blog

What does a post-industrial class look like? Part 2

This post is the second part of a series that I have been working on to identify what does a post-industrial class look like? In my previous post, I looked at using video, collaborative discussion, grouping and student-centred learning.


Why a large display and one to one? The large electronic display is used as it offers many benefits to a given lesson; these include demonstration and modelling as the teacher could showcase the application or video from the board (Moss, et al, 2007). It is easy to show the important features of particular web-based activities and have students interact with the material on their own devices. The board can accommodate different learning styles (Herrington & Harrington, 2006). Interactive boards can help tactile learners by touching and marking the board. Audio learners can have the class discussion and auditory multimedia, visual learners can see what is taking place as it develops at the board and it offers multimodal learning which can be tailored …

What can Western Education Learn from the China's History?

Sitting travelling at 307km an hour travelling from Beijing to Suzhou for 5 hours with a group of 80 gives me time to reflect on some of the engineering, architectural, fashion and acrobatic feats of China. This trip our group have been give the privilege of walking on the Great Wall, cruising through the canals of Suzhou and riding on the high speed train. What I have noticed is all of these engineering marvels were completed with amazing efficiency, are structurally sound and have aesthetic appeal. Our tour guides said this is because of the time taken to plan and execute, taking into consideration the natural beauty of the region and working with it. They suggested the public only sees the rate in which something is built; however, highlighted that it took long term vision to create something that was radically new for their culture. This idea resounds with me!
As educational change agents and leaders we need to see the budding talent encompassed within our students and support them…

How can Change Management be Enhanced by Reflective Practices?