1. Klik & Play By Janice Hicks Starr Hicks Robert Wells Amanda Hunter Angela Marr

2. Klik & Play Overview: Klik & Play is a free game object oriented programming environment software package. It allows students to create games using a graphical interface and view how the sequence of events happens. It allows students to build on programming skills they have acquired. Klik and play provides an interactive programming experiences and facilitates the transition from code to finished program. view programming hierarchy engage users in higher order thinking

3. Activity 4.4 Courseware Evaluation NETS – T Standards: I – B, II – C

4. Klik & Play Overview continued… The program comes with directions to produce 4 different game types. These are navigation, platform, maze, and shooting games. It is appropriate for students of all levels. Students use the tutorials to complete the exercises at their pace then create their own game based on their ability. Technology components Addressed: Higher order thinking Make connections Be creative Understand programming order Seven to ten one hour periods to complete exercises.

5. Klik & Play Title:Klik & Play Content Area:Programming Technology Skills Publisher:By ICT Mindtools Margaret Meijers licensed under a Creative Commons Attribution- Noncommercial-Share Alike 2.5 LicenseCreative Commons Attribution- Noncommercial-Share Alike 2.5 License Hardware Required:Available for Windows Operating Systems, Monitor, keyboard, mouse, Sound Card, headphones.

6. Klik & Play Klik & Play delivers highly differentiated instruction for students in High School. It allows students to be introduced into programming without learning a programming language. Using Klik & play, educators have the tools and resources they need to provide flexible classroom instruction for students of all abilities. Klik & Play requires students to be creative and to think and make connections for themselves.

7. Klik & Play Courseware Functions: Drill and practice Instructional game Tutorial Problem solving Simulation Graphical user interface

8. I. Instructional Design and Pedagogical Soundness Teaching strategy is matched to student needs or levels and is based on accepted methods. Presentation on screen contains nothing that misleads or confuses students. Readability and difficulty are at an appropriate level for students who will use it. Comments to students are not abusive or insulting. Graphics fulfill important purpose (motivation, information) and are not distracting to learners

9. Criteria specific to: drill and practice High degree of control over presentation rate (unless the method is timed review). Appropriate feedback for correct answers (none, if times; not elaborate or time-consuming). Feedback is more reinforcing of correct than for incorrect responses

10. Criteria specific to: tutorial functions High degree of interactivity (not just reading information). High degree of user control (forward and backward movement, branching on request). Comprehensive teaching sequence so instruction is self-contained and standalone. Adequate answer-judging capabilities for student-constructed answers to questions.

11. Criteria specific to: simulation functions Appropriate degree of fidelity (accurate depiction of system being modelled). Good documentation available on how program works.

12. Criteria specific to: instructional game functions Low quotient of violence or combat- type activities. Amount of physical dexterity required appropriate to students who will use it.

13. II. Content No grammar, spelling or punctuation errors on the screen. All content accurate and up to date. No radical or gender stereotypes; not geared toward only one sex or to certain races. Exhibits a sensitive treatment of moral and social issues (e.g., perspective on war). Content matches required curriculum objectives.

14. User Flexibility User normally has some control of movement within the program (e.g., can more from screen to screen at desired rate; can read text at desired rate; can exit program when desired). Can turn off sound, if desired. Interface is easy to use (e.g., similar format from screen to screen for forward and back movement in program).

15. Technical Soundness Program loads consistently, without error. Program does not break, no matter what the student enters. Program does what the screen says it should do. Program works on a desired platform. If included, online links work as indicated. If included, animations and videos work as indicated.

16. benefits of students designing and programming games on computers Students are more engaged in class They enjoy playing each other's games They are keen to swap ideas and help each other solve problems. Much more work than normal occurs outside of lesson times. The ability to solve problems is intellectually demanding and engages learners in higher-order thinking skills. It promotes procedural thinking. It fosters creativity. Programming games promotes metacognition ie thinking about thinking. It increases basic knowledge about computers. Game design encourages analysis and exploration of maths and science concepts. Programming increases logical thinking ability and efficient mathematical reasoning. http://www.mindtools.tased.edu.au/knp/teachers.htm

17. Essential Learnings Students should be able to plan, design and produce different types of media (A / V storyboards, website architecture). Students must demonstrate a degree of computer literacy (hardware, software, network navigation). Students should be able to work independently (display problem-solving skills, use help function, etc.). Students must demonstrate an understanding of transferable software navigation skills (commonalities in menu bars, installations, downloads, etc.).

18. Why design and make games? Programming and designing games helps in the development and enhancement of the student's critical thinking, logic and problem solving skills, while learning the importance of attention to detail. By learning the fundamental principles of software design, not only does the student better understand the software used throughout our society, but he/she develops the critical thinking skills that will help in all areas of life http://www.mindtools.tased.edu.au/knp/teachers.htm

19. How is Klik & Play different from other software? Klik & Play is an object oriented graphical interfaced software BASIC - Beginner's All-purpose Symbolic Instruction Code  Structured code

20. Visual Basics Crafical interface/code programming

21. FeedBack From Klik & Play Students enjoy working on the Klik & Play software. Students often ask for extra time to create elaborate games. This they do in class time and often outside of class time. They are excited to show off their games and challenge others to play their games.

22. Feedback from other teachers on Klik & Play Klik & Play engages all the students The tutorials allow the students to work at their own pace A great software package for students to be engaged in higher order thinking

23. Decision It is recommended for purchase and implementation.