ICT in the Curriculum

Session 5 ICT as a tool for thinking

Floor Robots

Logo

“Logo is a means to develop a number of mathematical concepts […]. Used to its full potential it can develop a range of key skills. It is also a chance for the child to develop ‘debugging/problem-solving’ skills. As such its use is founded upon key constructivist principles in which children develop their understandings from extended computer use.

The development of Logo stemmed from the use of robots instructed via a computer introduced by Seymour Papert (1980). Current classroom robots like ‘Roamer’ and ‘Pip’ are direct descendants of this approach. Put simply, Seymour Papert’s pedagogy asked children to resolve broad problems by breaking them down in to a series of lesser ones. In resolving these smaller issues the more complex problem is brought to solution.”

(Fraser, H. “Mathematics and ICT”)

Robot Activities…

• Create a square with a Bee-Bot, Roamer or Pro-Bot

• Do the above using a procedure

• Create an equilateral triangle (do not attempt with Bee-Bot!)

• Knock down a tower of bricks

• Navigate a maze

• Shall we dance? Synchronous dancing robots!

Tip: Procedures are great for this.

Progression

• Foundation Stage – Find out about and identify the uses of everyday technology and use ICT and programmable toys to support their learning • KS 1 - Developing ideas and making things happen:

• how to plan and give instructions to make things happen [for example, programming a floor turtle, placing instructions in the right order]• to try things out and explore what happens in real and imaginary situations [for example, trying out different colours on an image, using an adventure game or simulation].

• KS 2 - Developing ideas and making things happen:• 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]

2simple 2go

Textease Turtle

Programming with Logo

• Create a procedure to draw a square

• Create a procedure to draw an equilateral triangle

• Make a simple ‘house’ shape by combining your square and your triangle

• Draw a circle

• Create a ‘spirograph’ pattern using repeats and procedures

When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them.In the emerging, highly programmed landscape ahead, you will either create the software or you will be the software. It’s really that simple: Program, or be programmed. Choose the former, and you gain access to the control panel of civilization. Choose the latter, and it could be the last real choice you get to make.

From ‘Program or be Programmed’ by Douglas Rushkoff

A selection of resources for teaching

children to program• ‘Program or be Programmed’ by Douglas Rushkoff http://shareable.net/blog/program-or-be-programmed

• Scratch http://scratch.mit.edu/

• KidsRuby http://kidsruby.com

• Raspberry Pi http://www.raspberrypi.org/

• Codecademy http://www.codecademy.com/

• ‘How to teach code’ http://www.guardian.co.uk/teacher-network/2012/jan/10/how-to-teach-code

Reading

• Loveless, A (2003) “The Role of ICT” Developing Ideas & Making Things Happen

• Allen et al (2007) “Primary ICT – 3rd Edition” Data handling and spreadsheets

Further resources to support children in learning to program can be found at theSLATE.org (check out Useful Links > Programming)