I agree, Amber…please? Any helpful hints would be greatly appreciated!
Just like with the alogorithm discussions we’ve had, there are many different ways to provide instruction and still end up with the same result. Some students are more comfortable with one tool while others are more comfortable with a different tool. Offering students a varity of tools to utilize also meets the needs of our different student learner types.
It gives students a better sense of what it out there. The kinds of apps and their functionality. They can figure out what sorts of layouts they like best, what is missing from these other sites, and get inspiration for their own programs.
I like to have the students discuss and rate the usefulness of different apps and widgets - I think it helps them make better decisions when it is time for them to create their own. It is interesting to see kids get in a heated discussion about their preferences between 2 or more apps.
It can be hard to get them to be as critical of their own work – I don’t want them to discourage themselves or each other, but I do want them to have high standards for their own work.
Experience with a variety of tools and widgets lets students see that programs can be written to solve a wide variety of problems using a computer. lets us explore the idea that programs are created as a response to a need or to solve a problem
I think the use of different types of tools and widgets on the computer prepare students by making them feel more at ease; comfortable about creating programs. I have students that say “I don’t like computers” but I inform them that their smartphone is a form of a computer and that they work in somewhat the same way (I let them see the correlation).
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Many students already know of unique apps and programs. Allowing students to teach the class about new apps and programs they have found was useful throughout the course.
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I believe it makes them more well-rounded having explored multiple apps or widgets to perform basic problem solving skills. Plus I also like to discuss which were their favorite or least favorite.
Application tools, widgets, etc may be different dependent upon the specific app, but as students begin to use a greater number and variety of tools, they will begin to experience certain commonalities in functionality or implementation. A good example is the migration from simple right-click and double-click actions in the base office apps (Word/Excel/etc) to the more elaborate click-to-select and alt-click type actions in Photoshop and other graphic manipulators (including CAD apps).
I had the same issue. I ended up giving them a worksheet to fill in the blanks. I then gave them a pop quiz the next day over the material. If they filled out the worksheet they had no issue with the quiz if they didn’t, well then there grade would reflect. I had to find a way to make them want to learn the information. BTW, I didn’t tell them there would be a quiz, but I did tell them to make sure they filled out the worksheet and brought it to class the next day. I think they all learned a valuable lesson.Navajo Rug Weaver Fill in the blank.docx (116.3 KB)
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I believe it helps them to be individual. Offering different types of tools and widgets allows students to choose ones that compliment their personality, interest, and ability.
I like to have students share apps that they use and demonstrate to the class.
Using many different types of tools and widgets gives students an opportunity to see the similarities and difference between each. These experiences will help students with their future problem solving when using other applications or developing their own programs.
I like for the students to see different programs in action. It sparks interest and creativity!
My students really enjoyed using the situated design tools. My students worked in groups of 2’s and some in 4’s in order to use the active tutorial and reflect. Then, I asked them to present a design tool based on the one that they enjoyed most. I have attached the one graffiti presentation. Also, they enjoyed doing the virtual bead loom activity but we did have a few technical problems. Nevertheless, students enjoyed this lesson.
I will see if there is a way to share their documents.
I encourage students to google for their own tools. I also show them examples of some of the web design tools I have such as color scheme designer, hotepad++, hex color key, snagit. etc.
First of all, it ignites interest and an avenue to be creative. This design tool will help them to think critically and patience. The fact that their applying math and art in programming, they will be able to see how different disciplines and skills play a big role in computer science. This is a great way to start how to program.
Different widgets and tools can grab the students’ interests and add a sense of novelty to the lesson. This hands on experience can help students to understand the ideas behind the lesson.
The students are constantly finding new Web 2.0 tools and creating new visuals using various programs, like Powtoons, Canva, etc.
I try to pair tools and widgets with the content. Many tools allow students to reinforce the skills needed to understand concepts and steps that prepare students to create their own programs. I would use the tools to tell a story or show data that emphasize diversity and culture.