Welcome back to my blog for week 7!
I personally really enjoyed this particular week, even when I initially heard the word coding and math, which made me worrisome at first, it was surprisingly easy to create and super fun. Down below, I have included the link to my customized and well, coded (how cool!) flappy bird game and additionally my certificate. Despite absolutely hating the idea of having to code and use math as well, this activity really made it so much more than that, with the added benefit of becoming more knowledgeable of our technology and being interactive with the material that I would love to bring it into my classroom one day.
In regards to my views on coding and computation, for the targetted elementary grade level being grades 2-4, these types of coding games would be a perfect introduction to the very basic knowledge we have as a society about technology. With hands-on and self-directed activities like this, though the primary age will not be able to code their own game as I did, I believe doing this as a class activity would do them a world of good as there as many added benefits such as team-building, problem-solving, and a tremendous amount of creativity is embedded into using technology in a younger classroom. Students can learn at this age how significant technology is in our everyday lives, and for them in the games that they play online if any. It is important to educate students on a safe internet experience, thus with coding can be tricky but manageable in attempts to teach different subjects through coding and computation to enhance their learning growth and maybe even spark up interest in coding at younger ages that, of course, would be super beneficial in this society. As we are already aware of how fast technology is evolving in our world, using it to learn about math abstractions playfully can really make a difference in a student’s perception of how they view coding and math (likewise, my NEW perspective on coding and using math in technology after today’s class).
https://studio.code.org/c/1882536967
