Technology Challenge 10 – Coding – Scratch it!

The final challenge! Wow. Looking back at the beginning of this unit, the idea of completing 10 challenges as well as two assessments seemed almost impossible. But I am feeling so accomplished knowing I have completed them all!

This challenge is definitely an example of saving the hardest until last. It took me a while to get my head around the interface of Scratch, I’ll be honest. But once I got the hang of it, it became easy enough to navigate and follow the steps.

Below are screenshots of each step I took to reach the end.

Step One – create the shark and make it follow the mouse!

Step Two – add a fish for the shark to eat and a background!
I customised my fish to be purple for something a bit different.

Step Three – feed the shark!

Step Four – scoring!

Step Five – scoring continued.

Step Six – add more fish!

Step Seven – adding more fish continued.

Step Eight – add sound!
I recorded my own sound for the pufferfish to change it up.

Step Nine – variation!
Once I was finished, I made my own variations for a bit of fun. The changes I made were:
– when contact is made with pufferfish, the sharks face changes to shark c costume
– increased moves from 5 to 20 to make it super fast
– added a nebula space background
– added 5 star sprites
– copied the code from the fish to the stars to mimic the motions

AUSTRALIAN CURRICULUM LINKS
There are many links between coding and the Australian Curriculum: Technologies across all year levels, such as:

Foundation to Year 2
– Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
– Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
– Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)

Year 3 and Year 4
– Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
– Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
– Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Year 5 and Year 6
– Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
– Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
– Design a user interface for a digital system (ACTDIP018)
– Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
– Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
– Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
– Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

CYBER SAFETY
If Scratch was implemented in a classroom setting, it would be important to consider cyber safety rules. It is of paramount importance that students do not share their private information online and conduct themselves in a safe and responsible manner when using computers and other technological devices and software. If students are using Scratch in the classroom, teachers need to ensure they are explicitly outlining the rules and risks associated with accessing the internet to their students.
It is not only the responsibility of students and teachers to ensure cyber safety, but also parents. The infographic below is sourced from the e-safety commissioner website and outlines parent views and information surrounding cyber safety.
As a side note, I found it interesting, having just done Challenge 9 on infographics, to see the e-safety commissioner using an infographic to convey this information. It is certainly an effective way of sharing data in an engaging and creative manner!

REFLECTION
Overall, I found this challenge to be very interesting! I never thought I would be able to say that I could ‘code’, but I can confidently say that I enjoyed this process. I think Scratch is a fairly easy interface to navigate for first time coders and would definitely use it again in the future, should I ever need to enhance my code skills. In regards to the assertion that adults are more likely to worry about ‘getting things right’ and not just have a go and click on things like younger people – this game is a prime example of that. In creating this ‘game’ my compulsion to make everything ‘perfect’ definitely came out as I wanted to make sure it all worked perfectly (it even drove me a bit batty that when my shark ate a fish there were a few seconds of lag before the fish disappeared). But, as a ‘young adult’ I would definitely say that I am more likely to have a go if it’s not something I’ve created myself. I can see how primary school students would approach this game and other games like it on scratch with ease, as they are not afraid of taking risks and trying new things.

This challenge, like all of the other challenges, has pushed me outside of my comfort zone and expanded my knowledge and understanding of Art and Technology. I have really enjoyed navigating my way through each of the different aspects of the Arts and Technology curriculum and feel I have a much better grasp of how it fits into students education. I can safely say that I have come out of this challenge and this course as more tech savvy and have enhanced my creative side even more!

REFERENCES
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). Technologies, Digital Technologies. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/

Australian Government – E-safety Commissioner. (n.d.). Kids Online Infographic. Retrieved from: https://www.esafety.gov.au/about-the-office/research-library/kids-online-infographic