Logo Programming

ICT in schools is implemented within subjects such as Mathematics, Science, English and even Physical Education if the teacher is creative. During these subjects the teacher and students will go to the computer room and learn using computers and IWB. Occasionally technology is brought into the classroom and teachers will use projectors and whiteboards are used as screen as part of the learning and teaching process. Our group was required to use “Logo Programming” software with a student as part of our school-based assignment. We were to complete this assignment individually as part of one the requirements of our course, PS 2206, ICT in Science & Mathematics The aims of this school-based assignment are: to introduce this software and go through it with a student to design simple shapes. The shapes in this investigation are square, rectangle, triangle and diamond. Secondly, to observe how the student uses this software and obtain information about the student opinions on the task as a learning process.

Mathematics is all around us even if we are aware or unaware of its presence and it also exists in “Logo Programming”. It involves a point, a straight line, two lines, four lines, length, shapes, directions, angles and numbers. Additionally it challenges

students’ mathematical thinking such as deciding how far we want the distance to be or which turn we want to go. In this task the student cognitive thinking was challenge by the fact that she had to choose and decide on how big she wanted the shape to be. For example in designing a square Siti Nur Haziqah decided to use the following instructions: FD 30 RT 90 FD 30 RT 30 FD 30 RT 90 FD 30 Her mathematical skill was further enhanced as she explored the software with more instructions and designed other shapes such as a rectangle, a triangle and a diamond. The process also consist of ordering and comparing where in ordering, she must know what to do, which direction to go and what distance she needs to use to make certain shapes. Meanwhile in comparing she needs to compare the sides of a shape such as a square before actually designing it. In this case, a square has all equal sides. This software is a very useful tool to teach pupils about shapes, length or direction. On the other hand it is an alternative way to introduce the use of technology in Mathematics for the students.

The student, Siti Nur Haziqah Syafiqah Binti Muhd. Juhari, comes from a family with four siblings and she is the third child. Her

father works as a translator and her mother as a clerk, both in the government sector. I can say that her family comes from a working class society. When asked about owning a computer at home, she responded that her family only own a laptop but her eldest sister usually used it and she seldom had the chance to use it. Usually when she had the opportunity, she would play games on it. The game she usually play involves shooting with fire. In school, she told me that she had the chance to use the “Paint” and “Photoshop” programme and sometimes her teacher told them to search pictures on the internet by “Google”. I can say that she was already exposed to computers and laptops and the internet at home and in school.

Since only at least one student was required for this task, I had chosen one student of Year 4, from Sekolah Rendah Rimba II. Even though she was an average ability girl, she was able to answer all my questions and liked to talk about her family. Instrumentation used was “Logo Programming” software which was provided by my lecturer for us and secondly, interview with the student. The task was to go through with the student to design simple shapes with the software using codes. Some of the codes are as follows: FD 90 – Forward ( at a distance of 90 units) LT 30 – Left turn (at an angle 30˚) RT 50 – Right Turn (at an angle 50˚) CS – Clear screen

These are the only instructions I asked my student to use as she had not been introduced to “Logo Programming” prior to this meeting. Initially, I asked Siti Nur Haziqah Syafiqah whether she had heard of or een introduced to “Logo Programming” before, she answered “No”. I explained to her about the software and what I planned to do. Before doing anything I asked her some questions about the shape square, rectangle, triangle and diamond and ask her to draw on the paper all of these shapes. I asked her what the features of each shape and she could easily answer correctly. I purposely asked these questions so that it would be easier for her in designing the shapes using the software. Then I told her to explore by using the codes given and I only helped her when she got stuck. Later on, I asked her to design a square, she made mistakes but after a little practice she managed to complete the square. After that, I asked her to design a rectangle, a triangle and a diamond.

I was actually surprised by her accomplishments in using the software. Even though she had only been introduced to it, she managed to handle it like a pro. Here are some of the strengths and weaknesses during the task.

Strengths • She was exposed to computers before even though she never used “Logo Programming”.

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Usually she has to group with a friend when using the computer in school. In this task she was able to use and explore the laptop on her own without the interference of a friend.

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One-to-one interactions with a teacher (me) also assist her in working out the software.

Weaknesses •

She had trouble with the use of angle and directions in the software.

Before this assignment was given to us, honestly I have never heard of “Logo Programming” before. I have never seen it used in my own home and even in my previous schools. I felt so timid when I heard pupils as young as Year 1 have been using it in other schools. I, myself struggle with it in the first place and only had an hour to master it when Dr. Leong ordered us to design shapes on the same day he introduced it to us. The task not only helped me in certain ways but also give me the opportunity to apply it with a student. The task was quite challenging but Siti Nur Haziqah had done an excellent job with it. The observation was an interesting process and it was also an interesting assignment. Furthermore what made the experience meaningful was that positive interactions were established between teacher and students and new knowledge was acquired by both of us.