In the last phase of digital activities, I had to create a project using one of the alternative programs used in the previous phase. I selected flash as I wanted to get into more depth with code and programming using actionscripts. I created a hangman game through using motion clips, tween animations, buttons, xml documents, shared objects and using arrays. Creating this game gave me insight into the 4 phases of game design – Interaction, visual, sound and programming. The game consisted with layers which allowed actionscripts to function the motionclips. I found this activity easy as I was able to implement prior knowledge of flash from high school.
I think implementing this in the classroom (upper primary) would work effectively if students had experiences with programming and flash. Building a game allows students to implement and manipulate various flash functions with actionscripts to develop suitable outcomes to demonstrate thoughts and ideas. Students are learning about digital design where they are critically thinking of ethical and suitable design outcomes to create to address an issue. it allows students to investigate, design, plan, manage, create, produce and evaluate technologies solutions (ACARA, 2013). Implementing programming with Flash allows students to develop Design and Technologies processes and production skills. In which students are critiquing, exploring and investigating
needs or opportunities, generating, developing and evaluating design ideas for designed solutions and planning, producing (making) and evaluating designed solutions (ACARA, 2013). It gives students an insight into understanding the roles and responsibilities of designers and those in related occupations (ACARA, 2013). Students should be able to explore and investigate Flash to create and critique innovative, ethical and sustainable designed solutions for preferred futures using a range of technologies(ACARA, 2013).
These two programs further link with components from the Technology curriculum draft including: 2.5 Follow, describe, represent and play with a sequence of steps and decisions needed to solve simple problems, 2.4 Identify, explore, and use digital systems (hardware and software components) for personal and classroom needs, 4.2 Investigate how well information systems meet home, classroom and community needs and envisage new applications for existing information systems, 4.5 Define simple problems, and follow and describe the algorithms (sequence of steps and decisions) needed to solve them, 4.6 Design and implement simple visual programs with user input and branching, 6.6 Follow, modify and describe simple algorithms involving sequence of steps, decisions, and repetitions that are represented diagrammatically and in plain English and 6.7 Design and implement digital solutions using visual programs with user input, branching and iteration. Flash and Snap used in the in the classroom would allow students an opportunity to be able to develop and exhibit a range of functional and critical thinking skills related to information, media and technology (Partnership for 21st century skills, 2013).
The following URL will provide a video of my learning throughout this phase:
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). Draft Australian Curriculum: Technologies – Digital Technologies processes and production skills . Retrieved, March 9, 2013, from http://consultation.australiancurriculum.edu.au/Static/docs/Technologies/Draft%20Australian%20Curriculum%20Technologies%20-%20February%202013.pdf
Partnership for 21st Century Skills. (2013). 21st Century Learning Environments. Retrieved, May 23, 2013, from http://www.p21.org/overview/skills-framework/354