![]() The pictured school-age children appear motivated and completely absorbed in the project in particular as well as programming in general. Another argument in favor of the claim that the creators of the video are targeting a young audience is the depiction of children and teenagers as program users (see fig. The entire experience is presented as being enjoyable and easy the design of the videos seeks to convey that everyone trying the program is happy and satisfied. In addition to talking about the project, these spokespersons demonstrate using the program in an attempt to motivate viewers to try it as well (see fig. In support of this claim is the fact that these videos feature celebrities who are popular among those in the above-mentioned age groups, stars such as Sarah Michelle Gellar, Shakira, and Ashton Kutcher, who offer inspiring words that relate well to the target audience (“The Hour of Code Is Here”). While the promotional videos for Hour of Code target a wide audience that can include middle schoolers as well as older adults, the emphasis remains on school-aged children (and their parents), students, and young adults. This paper includes an analysis of some of these videos and explores the possible outcomes of the Hour of Code approach with a focus on the topics of creativity and success. Many promotional videos are available online to introduce viewers to the idea and entice them to investigate further. Ali and Hadi Partovi, founders of the non-profit organization that manages this project, stress that it provides young people with an opportunity to express their creativity and become successful. One option for tracking progress is to take a screenshot of the students’ work/achievement and place this into Showbie to retain a record for future development.One project promulgating this idea by enhancing learners’ motivation to program is the Hour of Code, which has already become an international movement (Du et al. Other apps, particularly for younger students, do not have the same sharing functionality and are simply a series of levels to move through. Secondly, Teachers can also follow the link and open the program, see the code and then write comments/targets into the Showbie file. Once the students have written a program or corrected the errors within one they can follow the same procedure as the teachers by copying the link and pasting it into their Showbie folder. ![]() The students can then follow the link which will open the program into Hopscotch app and they can debug. For differentiation, different projects with errors can be placed into individual student folders within the assignment. Teachers can write a program in Hopscotch and place an error within it, share the project as a web-link and copy that into a comment box within a Showbie assignment. Firstly, one of the objectives of the Computing Curriculum in the UK is for students to correct errors within programs (debugging). One feature of Hopscotch is the ability to share a project as a web-link which helps in two ways. It has allowed our students to be very creative and provides a nice spectrum of tools that can be used across a large age range. One of the apps we have used most for programming these past 12 months has been Hopscotch. Recently apps such as Kodable and Tynker have introduced syncing features that allow teachers and students to sign-in to assertain progress and find their projects on any device. but many iPad programming apps do not have this facility. ![]() On PC, applications like Scratch allow students to save their work to the school network etc. ![]() Since I began to focus more on teaching programming last year and using iPad apps for this, assessing the students’ work has been a challenge. The millions of students contributing to the recent Hour of Code also highlights the importance of programming on a global scale. Computer Programming is becoming an important part of education across all age groups, and in countries like the UK, it forms the core of the ICT/Computing objectives. ![]()
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