Week 8 ( Algorithmic Programming) 

This week we continued looking into the fields of programming and coding with emphasis on algorithmic programming. I once again had very little experience with algorithmic programming, but felt confident on learning about it. From my first understandings Algorithmic programming is very much like a specific formula or recipe for achieving a solution or solving a problem. 

Algorithmic programming means that each step has to be completed before the next step is done. One of the digital challenges was to write algorithmic steps for making Vegemite on toast. I completed this challenge and found it a very appropriate way of explaining to students how algorithmic programming works. Teachers could use this example in many different ways when trying to explain algorithmic programming; such as how do we bake a cake or how do you make a sandwich. 

To continue engaging with coding and programming, I experimented with the games Frozen and Angry Birds Maze. I found both these games highly engaging, I really liked how they had targeted children's current likes and interests to create the basis for these games. I believe by doing this it helps to get students engaged in their learning. I found both games easy to use. 

I found engaging with these programs gave myself a better understanding of HTML. I learnt that HTML is the language that computers use. When using the Angry Birds Maze program, I discovered that if you clicked on the code button it would change the English written commands in to proper computer codes. 

 Engaging with these programs allowed me to understand that their is a very real and important language behind all technology. This is important for students to understand, because to think of new and innovative ways to use technology they must first understand how it works.

According to Younie, Leask and Burden ( 2015) for students to fully engage in technology studies and create innovative new means they must first learn the basics through the event of creating something meaningful. I felt that both these programs supported these ideas as they allowed children to complete tasks that had a purpose such as getting the angry bird through the maze.

These programs also allowed student's to try out codes to see if they worked. If they didn't succeed the program supported them in trying out a different code. This supports the ideas once again of the aims and rationales of the Australian Curriculum which states students need to critique, analysis and evaluate problems to create solutions (ACARA, 2015). These programs support this ideas by allowing children to go back, assess whats wrong and change it.

Once again its been a very enjoyable week of digital learning, where I find myself really enjoying engaging with the topic and learning more skills to take with me to the classroom.

Australian Curriculum, Assessment and Reporting Authority (Ed 7.3), (2015). //Australia Curriculum,// Canberra, ACT: Author, retrieved from www. australiancurriculum.edu.au/

Younie, S., Leask, M. & Burden, K.(Ed.) (2015) Teaching and learning with ICT in the primary school. New York, USA : Routledge Press