Creativity can be explored through colour, innovation and problem solving. Through technological games this can provide high levels of engagement and motivation in the classroom. The appeal of game-based learning supports immersive, self-directed student experiences (David & Watson, 2011). It is through good video games that good learning principles are supported by research (Gee, 2005).
Scracth is an ineractive snimation game that allows you to input instructions in order to make a ‘Spike’ move in particular directions with customised backgrounds and a number of pathways to choose from. This technology is certainly engaging and children in upper primary would be able to demonstrate the necessary ICT skills required to produce an effective learning game. Students are enabled to be committed players of the game, thus engendering a sense of ownership over the task. When students are allowed to be the game designers, there is infinitely greater incentive to create the learning experience as it is different to regular school-based routine work (Prensky, 2007).
It is necessary to watch the tutorial videos in order to effectively master the use of this program as it can be complicated. Teacher modelling would be imperative and the links to the syllabus would have to be thoughtfully considered. It could be incorporated during positioning in Maths, but apart from that relevance to explicit learning outcomes could be tenuous. Issues that may also arise would be control, behaviour management, scoring and keeping records (Prensky, 2007). There may also be a cost involved with a whole class of students needing access to accounts for games. Creating a good game in itself can be challenging, and creating a good educational game can be even more challenging (Prensky, 2007).
Overall, I would not implememnt this in my classroom but believe that games-based learning has many different positive benefits for increased levels of engagement and motivation amongst students, allowing them to be the agents of creativity and learning. This way of learning allows for children to exercise problem solving skills, stategy mastery and reflection of practice (Gee, 2005).
References:
David, M. M. & Watson, A. (2010). “Participating in what? Using Situated Cognition Theory to Illuminate Differences in Classroom Practices.” In A Watson and P New Winbourne (Eds). Directions for Situated Cognition in Mathematics. New York, NY: Springer
Gee, J. P. (2005). Good video games and learning. Phi Kappa Phi Forum, 85(2), 33-37.
Prensky, M. (2007). Students as designers and creators of educational computer games. Who else? Students as Educational Game Designers, 1-19.
Evie 
Hey Evie,
Great post on Scratch! I do agree that it is very interacting and enjoyable for students of younger age to play. I liked your example on it being used in Maths for positioning that can improve a student’s skill and understanding. Although as you mentioned that Scratch can be difficult to use in the beginning as it takes time to master, thus it is important that the teacher can train the students well and guide them before starting the game.
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Hi Evie, good description of Scratch. You had a balanced approach lising the advantages and disatvantages. Overall I can see that this is not the technology you prefer for your classroom! Regarding your comment “It could be incorporated during positioning in Maths, but apart from that relevance to explicit learning outcomes could be tenuous.”, I actually came across some research saying that it was very efficient at increasing students understanding in several maths topics and also bringing a positive attitude towards mathematics. In particular I recommend the following articles:
– Calao, L.A., Moreno-León, J., Correa, H.E., & Robles, G. (2015). Developing Mathematical Thinking with Scratch: An Experiment with 6th Grade Students.
– Choi, B., Jung, J. & Baek, Y. (2013). In what way can technology enhance student learning? A preliminary study of Technology Supported learning in Mathematics.
But I agree, this is more for older students in primary school, or secondary school.
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A great review, Evie! I can absolutely see the benefits of Scratch in the classroom, and definitely agree that it could be used in a Maths classroom. In regards to “relevance to explicit learning outcomes”, I personally believe that relies a lot on the teacher, and how they use it to link to those learning outcomes. I do agree that for certain subjects, it could be a little more difficult (such as science, for example), but its’ such a useful program for teaching basic coding to young students, it would certainly be beneficial to further explore how it could be used effectively!
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