School of Education 2009-10

Programming for Primary Teachers

(ITE010C901A)

Introduction
Welcome to this module about programming, which I hope you will find one of the most exciting aspects of ICT. Programming puts you in control of the computer, encourages learning through experiment, and develops a creative approach to problem solving. Despite its place within both the present and proposed primary curricula, programming is often overlooked in many primary schools. This aspect of the subject has a long history, with significant work being done using the Logo programming language to allow children to take control of technology for themselves, using programming tools to explore and experiment in virtual worlds. Programming is, I think, on the brink of a renaissance in schools. A number of graphical programming environments, which typically bypass the demands of syntax demands of traditional programming, make programming accessible to primary aged children. The internet allows children to collaborate on shared projects. There is increased interest in game based learning, and virtual worlds provide a rich environment for children to explore. Programming provides an opportunity for powerful, meaningful learning to take place, offering, as it does, much scope for problem solving, creativity, collaboration, discussion and the construction of knowledge artefacts which embody understanding. This module blends together a practical introduction to a graphical object-oriented programming environment. You explore some programming concepts as well as ways in which the environment might be used by you and your pupils to support and extend learning. You also study relevant theory, exploring Piagets and Vygotskys ideas about childrens development, social constructivism, computer assisted learning, iterative design and game based learning.

Learning objectives At the end of this course you will be able to: understand the relationship between programming in the primary classroom and theories about childrens learning and development; understand the place of programming within the primary National Curriculum; develop a simple computer game or simulation to facilitate learning; understand enough programming ideas and techniques to use simple programming environments with pupils; discuss and evaluate the use of computer games to support or extend pupils learning; and explore the use of 3-D Virtual Worlds for pupils learning.

QTS STANDARDS
Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified. Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained. Q23 Q25a Design opportunities for learners to develop their literacy, numeracy and ICT skills. use a range of teaching strategies and resources, including elearning, taking practical account of diversity and promoting equality and inclusion

Teaching staff Tutor: Miles Berry Room: Lulham (LU037) Tel. X3241 Email: m.berry@roehampton.ac.uk

Support staff Support staff (X3796) are available to help you in the ICT Centre on Mondays to Fridays, term time only. Be sure to make use of them since they can give you significant help with your assessment tasks. Facilities Software We use a number of programs to support the course, with most of your programming work done in Scratch. Scratch is open source software available as a free download for Windows, OS X and Linux from http://scratch.mit.edu/download. The scratch.mit.edu site also hosts a vibrant online community of Scratch users, providing support and a showcase for work. Scratch is an on-going MIT Media Lab research project, and a number of support resources and academic papers are also available from this site. Scratch Projects comprise a stage, sprites (programmable graphic objects), scripts (the instructions followed by the sprites), images and, often, sound files. In what follows I use Project with a capital P to refer to such collections, and I encourage you to adopt the same convention. Details of other programs used during the module are provided via the modules Moodle course (see below). ICT Centre You are encouraged to use the computing facilities of the ICT Centre at Lulham (LU039) which is open during term time between 8.30 am and 5.30 pm (5.00 pm Friday). You have open access to the computers in LU039 and any of the Centre's other rooms when they are not being used for teaching. Multimedia Equipment The programming tools we will use allow you to work with your own images and sound files, and so you may wish to make use of a range of multimedia equipment, e.g. digital camera, scanner, or microphone/audio recorder. You can, of course, use your own personal resources but if you need to borrow multimedia equipment, please visit the media department in the library where items can be booked out. Be aware that the media department can get very busy close to handing-in deadlines, so do plan ahead to ensure you get the level of service you need. Moodle This course is one of a number of pilot courses supported online via the Universitys new Moodle Learning Environment, with discussion forums, lecture slides and supplementary material to help your studies.

Assessment
The module assessment consists of a game Project, associated documentation and report. The submission deadline for the complete project is 4th January 2010. COMPONENT Identify and research a topic Develop the game Test and improve the game Write a pupils guide to the game Report and critical justification Mark 10% 40% 10% 10% 30% Submission deadline 16/10/09 * 20/11/09 * 11/12/09 * 11/12/09 * 4/1/10

I anticipate that you will use Scratch for the programming component, and the following guidelines are written with this in mind; however, it may be possible for you to use another platform do negotiate this with me first, and be aware that we may not be able to offer support for other tools. * Indicates deadlines for advisory marking; submitted work may be subsequently revised. Game project This part of the assessment is designed to encourage you to explore ways in which simple interactive games can support pupils learning within the curriculum, as well as providing an opportunity to explore the functionality of the programming environment. The brief Design and develop a computer game which links with an aspect of the primary curriculum and supports or extends learning in this area. Example projects An interactive simulation of predator-prey relationships. A game designed to develop pupils skills at estimating angles. A game involving predicting the next item in a sequence of shapes, sounds or movements. An interactive simulation of an historical encounter or conflict. Other ideas may be gleaned from the galleries and collections at http://scratch.mit.edu

a. Identify and research a suitable topic for your Project. (10%) Choose a learning objective, which will allow meaningful learning to take place through your game. Choose something where the Scratch tools and your programming skills are sufficient to produce a playable game which will support or extend learning. Your report must clearly state the intended year group and curriculum objectives of your Project. Include references to National Curriculum or EYFS Framework. Research existing resources available to support this topic. This should be completed in draft by 16th October. b. Develop the game. (40%) Your game should include: A user interface appropriate for the intended age of the user Progression or adaptability Original sound and graphics You are encouraged to make use of a wide range of Scratchs functionality, such as: A variety of control structures Multiple sprites Variables and broadcasts if appropriate Randomization Your game should be uploaded as a .sb file to the modules Moodle course. A development snapshot should be completed by 20th November. c. Test and improve the game. (10%) Ensure the game functions as expected, check for bugs and provide brief notes (c 100 words) on how these were fixed. Ideally, try out the game with one or two children close in age to your target audience, or otherwise one or two friends or colleagues. Make (and submit) notes on their use of the game and any feedback they provide (c 100 words). List the changes made to your game. This should be completed in draft by 11th December.

d. Write a pupils guide to the game. (10%) Written to enable a pupil of the target age to use the game with minimal assistance. This should include screenshots of the game and make clear links between the game and the curriculum area to which it is related (c 200 words). This also should be completed in draft by 11th December.

e. Provide a report on how the project was created and a critical justification for the use of games in schools. (30%) You should concisely document key design decisions, any obstacles you had to overcome, and how your game evolved through the development process (c 300 words). You should, drawing on your readings and your experience in this project and elsewhere, critically justify the use of games in school to support or extent learning (c 450 words). This and final versions of the above sections must be submitted on or by 4th January. Game Project assessment guidelines An excellent submission will: provide a worthwhile learning experience for its stated audience, clearly supporting the stated learning objective; incorporate a user interface appropriate to the target audience and subject material; provide progression or adaptability to offer a challenge to the user and to maintain their interest; use original sound and graphics; incorporate other features of the Scratch programming environment appropriate to the game, such as randomization, multiple sprites, a variety of control structures and variables; show evidence of iterative development following feedback from users; include a well-written pupils guide; and be supplemented by a report documenting the development of the Project and justifying the use of games in educational contexts Your report should: critically reflect on readings and personal experience, making connections and comparisons between these; explain rather than describe; be supported by citations from a number of sources; be coherent and well structured; be presented to a high standard and accurately referenced; exhibit good standards of English and be close to 750 words in length.

Attendance Besides providing theoretical input, lectures provide essential opportunities for practical ICT activities, access to software/technical support and sharing outcomes with other students. You are required to attend all lectures. If you are unable to attend a session please provide the tutor with a Record of Missed Teaching Sessions form (available on StudyZone).

Sessions
Sessions will typically begin with an opportunity for reflection and discussion on preliminary readings or practical work. There is input on relevant educational and computing theory, together with one or two case studies where available. Paired or group practical work allows you to develop your programming skills, explore aspects of software development, or experiment with a range of software. Most sessions include time for independent work on the assessed game Project.

Session 1

Learning through Play

Reflection Our first activity as a group will be to reflect on our own learning with and about computers, picking out particularly positive and negative experiences. Theory We begin by considering the role of play in childrens informal learning and in the early stages of their formal education. We consider some aspects of childrens development from a Piagetian perspective, focussing particularly on the concrete operational. Practical workshop We explore the concept of object oriented programming through practical work in the Scratch programming environment, covering sprites, simple control, motion and randomization. You develop a virtual fishtank. We will also consider the nature and use of virtual learning environments (VLEs), and I introduce you to Moodle. You upload your fishtank to Moodle for others to see. Independent project work You should start to form an idea of a curriculum topic for which you subsequently develop a game. To follow up Download and install Scratch if you have not already done so; experiment with it. You should post a few first impressions into Moodle. Read Papert (1999) on Piaget and chapter 7, Logos roots: Piaget and AI in Papert (1983)

Session 2

Interactivity
Reflection You have an opportunity to share your initial impressions of Scratch, and we discuss examples of programs which you see as poorly designed or well designed. Theory I present some thoughts on effective interface design, looking at case studies of computer use in developing countries, such as the Hole in the Wall and One Laptop Per Child projects. I also look at some aspects of accessibility and alternative input and output devices. Practical workshop We explore input and output tools in Scratch, covering keyboard, mouse, sound and screen devices, and the associated programming tools. Independent project work You should use the allocated time to explore existing online and software resources available in the area you will be working in. To follow up Read Norman (2008) For next week Spend some time researching B F Skinner and behaviourism through the Web or the library. Pritchard (2008) is a good place to start. Post some of your findings into the Moodle discussion. Complete section a of the game project, identifying your topic, target age group, links to the National Curriculum or EYFS Framework and research on other available resources

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Session 3

Early Approaches to Computer Assisted Learning

Reflection We begin by sharing reflections on behaviourism, thinking particularly of education software that appears to be based on this pedagogy. Theory I cover some of the history of computer assisted learning, looking critically at examples of drill and practice programs. I also introduce other aspects of e-learning, focussing particularly on adaptive learning design and the concept of personalisation. Practical workshop The workshop activity explores a number of programming concepts, such as control structures, variables and operators within the context of developing a simple drill and practice application in Scratch. Independent project work This is an opportunity for you to receive feedback on your chosen topic and discuss ideas for implementation. You are encouraged to plan aspects of your game. To follow up Read chapter 6, the computer in control of the child, Ager (2003). Post reflections onto Moodle. For next week Spend some time reviewing others contributions to Moodle; comment on some of these.

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Session 4

The Childrens Machine

Reflection We discuss examples of using computers for creative work, within and beyond the world of education. Theory I will outline Seymour Paperts work on childrens use of the Logo programming language to support creativity and mathematical development, as well as presenting brief case studies of other aspects of childrens creativity on computers. Practical workshop We move beyond the world of Scratch today, to briefly explore the Logo programming language, covering the metaphor of the screen turtle, the use of repeats, logos procedural structure and the value of variables. You will work with a partner to create a graphical design using Logo. Independent project work You should make a start on your game design today, if you have not already. I recommend working on stage and sprite graphics. To follow up Read Chapter 3, Turtle Geometry: A Mathematics Made for Learning from Papert (1983) Post your reflections into Moodle. You may wish to download an open source implementation of Logo, such as MSWLogo, to experiment with further, or do some further work with Imagine Logo in the open access ICT centre, although there is no requirement to do so.

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Session 5

Game based learning

Reflection We share our experience of playing games, including boardand card-games, but focussing particularly on computer games. You reflect on the style and quality of learning that this has involved. Theory I begin with a brief history of computer games, and look at some common characteristics. I cover some aspects of recent academic work on learning and games, as well as exploring case studies of computer game use in UK schools. Practical workshop We look briefly at the Broadcast control in Scratch, before creating our own version of a classic computer game such as a racing or tennis game, reflecting on how these might be adapted to curriculum contexts. Independent project work You should start thinking about and working on the control structures and interactions you will use in your game. For next week You should spend some time developing your classic game; do upload your Project to the modules Moodle course for others to play. Read pages 17-62 of Johnson (2006) (dont worry; they are small, widely spaced pages!)

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Session 6

Informal learning with technology

Reflection We widen our discussion from last week to explore other aspects of our own and childrens informal learning with technology. Theory I present some of my own research on this area, as well as exploring Prenskys concept of the Digital Native and that of the Digital Disconnect. Practical workshop There is an opportunity to play some games with educational applications. We explore media tools in Scratch, including the ability to change the appearance of sprites. Independent project work You have some time to do further work on your game project; given the focus of this session, you may wish to work on media aspects of your game. To follow up Read chapter 6 of Buckingham (2007). Links to a number of online game resources are included in Moodle, and you are encouraged to explore some of these. Other recommended readings include Tapscott (1998) and Cranmer et al (2008). For next week Complete first draft work on section b of the game Project, ready for testing by other students on this module.

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Session 7

Software development / AI
Reflection We spend some time reflecting on our experience of developing games in Scratch to date, with a chance to demonstrate work to others. Theory I talk about a number of software development methodologies, focussing particularly on iterative development and testing. I explore the concept of AI, from an historical perspective, but also drawing on examples from modern culture. Practical workshop The workshop provides an opportunity to explore some aspects of AI, including screenbots, chatbots and cellular automata. Independent project work Project time today will be used to test and provide feedback on other students projects. To follow up Read Chapter 2, Early HistoryRobots, Thought, Creativity, Learning and Translation, and Chapter 6, How Computers Think, of Levy (2005). You may wish to spend a while developing your AI Project a little further. Upload it to Moodle for others to view. For next week Research Lev Vygotsky through the Web or the library. Pritchard (2008) is a good place to start. Post some of your findings into the Moodle discussion.

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Session 8

Social Constructivism and Open Source

Reflection We will spend some time discussing the place of group work in learning with technology, as well as sharing our experience of online communities and networks. Theory I present some key education theories: social contructivism, Vygotskys zone of proximal development and Wengers community of practice, focussing on their relation to ICT. I also introduce open source and creative commons as approaches to software development and resource sharing. Workshop You are encouraged to explore the online Scratch community, evaluating some of the Projects which have been uploaded to the site, perhaps contributing some of your own work, reading through and engaging with the discussion forums. Independent project work There will be opportunity to continue the development of your Project, following feedback from other students. To follow up Explore some of the open source software available for Windows; report a few of your discoveries via Moodle. Read the introduction to Dillon and Bacon (2006), available via download from the Web.

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Session 9

Control and monitoring

Reflection Discussions will focus on our experience of digital devices other than computers, as well as reflecting on any use of control and monitoring from school based observations. Theory We explore the place of control, monitoring and data handling within the National Curriculum and the Rose recommendations. We look at a few case studies where control technology is being used effectively. Practical workshop The workshop session will allow you to experiment with some of the resources commonly available in schools, including Beebots, floor turtles and lego resources. Independent project work You continue to develop your Scratch game Project. You may wish to use this time to work on a users guide. To follow up Read chapter 9, Cybernetics of Papert (1993); post a few reflections on this to the Moodle discussion forum. Read either pp26-27, 36-37 and 62-63 of Parton (2000) or pp 40-42 of Siraj-Blatchford (2006) on the use of robots in EYFS. For next week Complete testing and notes on section c and write draft of users guide (section d).

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Session 10

Virtual Worlds
Reflection This is an opportunity to reflect on our learning over the module as a whole, and to discuss our experience of developing software for children to use. Theory Building on Papert and others use of the microworld with Logo, I will explore some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical workshop The practical work offers an opportunity to explore a 3-D virtual environment. Scratch for Second Life is introduced. Independent project work A chance for you to receive feedback from me and from one another on the changes you made to your Project following testing and on your users guide. To follow up Chapter 5, Microworlds: Incubators for Knowledge in Papert (1983) Explore some of the additional resources on Moodle related to online gaming and virtual worlds.

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Reading List
Ager, R. 2003. Information and Communications Technology in Primary Schools: Children or Computers in Control? 1st ed. London: David Fulton Publishers. Bacon, S, and Dillon, T. 2006. The potential of open source approaches for education. Bristol: Futurelab, May. http://www.futurelab.org.uk/resources/documents/ope ning_education/Open_Source_report.pdf. (accessed 24/9/09) Buckingham, D. 2007. Beyond technology: children's learning in the age of digital culture. Cambridge: Polity Press. Cranmer, S., Potter J., and Selwyn N. Learners and technology: 7-11 March 2008. Coventry: Becta. Ford, J. L. Jr. 2009. Scratch Programming for Teens. Cambridge MA: Course Technology Freitas, S. de. Emerging trends in serious games and virtual worlds. Emerging technologies for learning. Coventry: Becta. http://partners.becta.org.uk/uploaddir/downloads/page_documents/research/emerging_t echnologies08_chapter4.pdf. (accessed 24/9/09) Gee, J. P. 2008. What Video Games Have to Teach Us About Learning and Literacy. Second Edition. Basingstoke: Palgrave Macmillan. Johnson, S. 2006. Everything Bad is Good for You: How Popular Culture is Making Us Smarter. London: Penguin. Levin, D. and Arafeh, S. 2003. The digital disconnect: The widening gap between Internet-savvy students and their schools. Technology and teacher education annual 2: 10021007. Levy, D. N.L. 2006. Robots unlimited: Life in a virtual age. Wellesley, MA: A K Peters. Loveless, A. 2002. Literature review in creativity, new technologies and learning. Bristol: Futurelab. Norman, D. 2008. People Are From Earth, Machines Are From Outer Space. don Norman's jnd.org. http://jnd.org/dn.mss/people_are_from_earth_machin es_are_from_outer_space.html. (accessed 24/9/09) Papert, S. 1980. Mindstorms: Children, computers, and powerful ideas. Papert, S. 1993. The children's machine: Rethinking school in the age of the computer. Basic Books, Inc. New York, NY, USA.

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Papert, S. 1998. Does Easy Do It? Children, Games, and Learning. Game Developer, June. Parton, G. 2000. ICT. Dunstable: Belair. Pivec, P. 2009. Game-based learning or game-based teaching. Coventry: Becta. Prensky, M. 2006. Don't Bother Me Mom -- I'm Learning! Paragon House Publishers. Pritchard, A. 2008. Ways of Learning. 2nd ed. London: David Fulton Publishers. Resnick, M., Martin, F., Berg, R., Borovoy, R., Colella, V., Kramer K., and Silverman, B. 1998. Digital manipulatives: new toys to think with. In Proceedings of the SIGCHI conference on Human factors in computing systems, 281287. Resnick, M. 2007. Sowing the seeds for a more creative society. Learning and Leading with Technology. http://web.media.mit.edu/~mres/papers/LearningLeading.pdf Siraj-Blatchford, I. and Siraj-Blatchford, J. 2006. A guide to developing the ICT curriculum for early childhood education. Trentham Books. Tapscott, D. 1998. Growing up digital. London: McGraw-Hill. Twining, P. 2007. The Schome-NAGTY Teen Second Life Pilot Final Report: A Summary of Key Findings & Lessons Learnt. Technical Report KN9851, Open University Knowledge Network. Wenger, E. 1999. Communities of practice: Learning, meaning, and identity. Cambridge, CUP. Williamson, Ben. 2009. Computer games, schools and young people. Bristol: Futurelab.

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Programme marking guide

Given the variety of types of assessment task employed in this Programme, the marking guide needs to be interpreted in the light of the assessment criteria outlined above, and (where appropriate) in individual module descriptions. However, the following general criteria may be taken as indicative: 80+ an outstanding piece of work which is original in its focus and comprehensively covers all criteria for assessment, interrelating a wide variety of perspectives with appropriate integration of theory and practice, with clearly expressed analysis, evaluation and evidence of reflection an excellent piece of work, which is original in its focus and comprehensively covers all criteria for assessment, interrelating a wide variety of perspectives with appropriate integration of theory and practice, with clearly expressed analysis, evaluation and evidence of reflection a very good piece of work, characterised by a clear statement, argument and analysis, an integration of theory and practice, a wide range of sources, some originality and evidence of analysis, evaluation and reflection a good submission, with relevant coverage of the main criteria for assessment, evidence of the use of a range of sources (mainly secondary), an integration of theory and practice, a clear line of argument with comment and analysis, evaluation and reflection an adequate submission which addresses some of the criteria for assessment, showing usage of a limited range of sources with a less-developed line of argument and understanding of the issues, some irrelevancy and less obvious relationship between theory and practice, more descriptive and less analytical, with unsupported assertions and generalisations unsatisfactory coverage of the main criteria for assessment, an unclear line of argument, limited references, minimal attempt to relate theory and practice, little analysis and evaluation failing to meet the minimum criteria required to pass. The programme does not offer a category of condonable pass as all of its constituent parts are compulsory, and contribute towards the evidence required to achieve QTS.

70-79

60-69

50-59

40-49

30-39

0-30

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Coursework marking and written feedback

Cover Sheet The comments on the cover sheet provide an overview of the work relating to the criteria and grade assigned as well as suggested areas for future development. There may also be comments regarding structure and cohesion. If your written English is unsatisfactory this will be indicated and, where appropriate, you will be advised to seek help from the RED Centre. In the case of failed coursework, the feedback will indicate what you need to do in order to resubmit the piece. On The Essay On the text of the coursework you will find two kinds of comments. (1) There will be questions and comments relating to the content of what you have written. These are intended to open up a dialogue with you about the work and to reinforce the formative comments on the cover sheet. (2) As well as this we mark any written English errors for you so that you have a clear idea about areas of weakness. Initially we correct such errors but after a couple of pages they are underlined/circled and coded as follows: g (grammar), sp (spelling) and p (punctuation). What next? Please make sure that you carefully read our feedback, both on the cover sheet and the essay, so that you can identify areas that you need to work on and use the advice to improve your written work. If you are unclear about any aspect of this your tutor will be happy to discuss the feedback with you. You will need to make sure that you understand the nature of any written English errors, again seeking support as necessary.

Written English
In assessing written contributions, tutors will be looking for: clear expression of ideas in written standard English; writing in an academic rather than colloquial style; accurate spelling; correct punctuation; clear referencing of sources and texts consulted. Markers will tick one of the boxes on the cover sheet, to indicate whether written English is Satisfactory or Unsatisfactory. No work will be given a pass grade if written English is unsatisfactory. Markers must be satisfied that the written English is of a standard that enables the writer to work securely and competently in the classroom. The following criteria will determine whether work is unsatisfactory; if so, the work will then receive F on the cover sheet. Criteria For 'Unsatisfactory' Written English Each of the following criteria counts as evidence of unsatisfactory

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written English, although a script may display a combination of a range of errors: extensive spelling errors; poor sentence structure, e.g. no main finite verb or the use of commas instead of conjunctions and full stops; poor cohesion, i.e. no clear linkage between sentences or paragraphs; repeated examples of sentences or sustained passages of writing which simply do not make sense; the misuse of apostrophes and poor paragraphing may also lead to a student's written English being judged unsatisfactory, if there are repeated examples rather than the occasional slip.

Plagiarism
You are reminded that plagiarism constitutes an academic offence within the university: a) No student shall represent the work of another person as his or her own in any academic material submitted for assessment.. b) No student shall contribute any work to another student with the knowledge that the latter may submit the work in part or whole as his or her own. However, this should not discourage you from inviting other students to offer advice or comments on your work, or on offering advice or comment on the work of others. Similarly you are permitted, and indeed encouraged, to participate actively in the Scratch community online at scratch.mit.edu.

Acknowledgements
The Scratch logo is used under licence. Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab. See http://scratch.mit.edu.

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