Crocodile Clips
Simple Simulation Software
Schoolzone review of Crocodile ICT
Geraint Price, ICT teacher, writing for Schoolzone
November 2006
Overview
Crocodile Clips ICT is software that uses a flow charting interface to introduce users to control and programming. Once the support materials have been read and by using the various templates such as the greenhouse to teach control, this program will soon have most users working independently.
The software has a number of exemplary models for the new users to look at and this is an excellent aid to introducing new users to the software. Once the functions of the software have been accessed new users are soon able to use the software independently. I would suggest that having used the software with an interactive whiteboard, a demonstration of the software is the best way to introduce the software to a new user.
Working with a KS3 ICT class I demonstrated two of the models to a class and they were soon hooked to the dance routine model. They were subsequently able to transfer the flowcharting skills to a second model with relative ease. The animated interface is the key to the pupils' progress as they understand that dance routines are made up of different moves and are able to add these to the flowchart easily.
Overall after demonstrating the software to both KS3 and KS4 classes and ICT teachers at my school I was given positive feedback from all who worked with Crocodile ICT. I would recommend the software and will continue to work with it in KS3, KS4 and KS5 ICT classes.
Classroom use
Context
The evaluation was carried out with two groups of Year 9 mixed ability groups and a Higher group of GCSE ICT Year 11 students over three weeks. Each lesson was for 55 minutes and each group had one lesson per week in a computer suite.
The software was used for the Control unit of the Key Stage 3 ICT National Strategy and as an introduction to flow charting for GCSE ICT students who were documenting a Database Management System.
All pupils had previously been introduced to flow charting and its application in ICT. Pupils were given a teacher led demonstration of the software using a projector and whiteboard. The interactive nature of the models meant that pupils soon voluntered to use the software as part of the demonstration.
As the software includes a number of models that are already completed, the pupils working in two's and three's soon were able to work on their own. The model we started with was a dance routine where all the movements of the two figures can be added to quite easily and this was an excellent starting point as the pupils were able to manipulate this model without having to understand how to create a complete model from scratch.
Most pupils took to the software immediately and it was pleasing to start a lesson with a piece of software that was not met with a groan. The software is far more useful than simply a flow chart demonstration and I am looking forward to using it later in the year for more work on control technology probably looking at the model relating to the greenhouse.
Labour saving aspects
Due to the theoretical nature of the control environment, groups are able to cover the syllabus far more quickly than when using a physical hardware system such as robotic systems.
Learning outcomes
The most important results regarding learning outcomes has been the fact that pupils with vastly differing ability have all benefited from using the software. Low ability groups will simply gain a better understanding of the basic principles of flowcharting whereas more able pupils will find that they are able to use programming environment to create their own theoretical models.
Student Response
The students' response was positive with most pupils asking when the software was going to be used in the lesson again. Key Stage 5 pupils were able to work on their own with little or no instructions.
The Key Stage 3 groups were very positive in their reaction to the software and took to using the models straight away. It was interesting to note that a number of pupils who had difficulties staying on task had no difficulty concentrating for the whole of the lesson on the set task.
I felt that it was important to involve the pupils in the demonstrations that I used as a starter to the lesson as this meant that the pupils were more at ease using the software on their own.
The lower ability groups needed to see the demonstrations at least twice to use the software confidently in future lessons but the enthusiasm they showed when using the software was encouraging. I feel that if they were to use the software later in the year they would soon pick up where they left off with the software.
KS4 and KS5 pupils seemed to need little reminding of the basic skills needed to use the software but I would add that these were higher ability groups.
Special Needs
Although I worked with a low ability group the only members of the group that had special needs were a small number of pupils with low levels of literacy. These pupils because of the graphical interface found the software particularly rewarding.
A group of KS4 students studying GCSE ICT used the software in preparation for the analysis stage of their coursework where they are required to prepare flow charts. A number of these pupils were on the schools gifted and talented register and they worked very well with the software. These pupils spent a small amount of time with the models that were already created and moved on to creating their own. As the software is programmable in the way that the models can be built from scratch more able pupils can use this software for more challenging tasks.
Examples of more challenging tasks are the model my group looked at which can be used to calculate a pupils weight on other planets using a number of models relating to each planet in the solar system.
IWB Suitability
The Crocodile ICT software was used with KS3 and KS43 pupils with interactive whiteboards and projectors with great success. Initially used as a starter for a KS3 Control lesson the reaction of the class to the flow charts using two dancing characters was very positive.
A number of groups with mixed ability used the software and the range of models already created by the publishers will keep most classes hooked for the duration of the lesson.
Assessment and pupil tracking opportunities
As models such as the Greenhouse and Fire alarm are similar to ones used already for teaching control, I was able to use the models with existing resources and print the pupils output from the lesson and mark it against existing criteria for Key Stage 3.
Although the software does not contain its own pupil tracking capabilities resources that require pupils to build their own models without instruction are a good guide to pupil progress.
Once pupils have created their own models they can print out the flow charts for assessment by their class teacher.
Content and design
Design and navigation
The software is well laid out with different windows such as the animation options, choice of models and the actual working model all displayed at once to give the user a simple working interface.
Toolbar across the top of the screen was easy to navigate with instantly recognisable icons for the common tasks such as printing, saving and formatting.
Planning
A new user will need to read the support materials first before being able to develop their own flow charts as would be expected with any new piece of software. I would suggest that having used the software with an interactive whiteboard, a demonstration of the software is the best way to introduce the software to a new user rather than accessing the tutorials.
The models that are part of the CD-ROM that you receive when you purchase the software are an excellent start to using the software. More able pupils will soon be able to move on from looking at the example models and create their own models. The tutorials are comprehensive but for KS3 groups I would expect teachers to create their own resources to help the pupils create their first models.
Schemes of work supported
The topics covered by the software cover the control elements of the ICT KS3 strategy but I found the software just as useful for flowcharting with KS4 GCSE ICT classes. The difference with the two key stages relates more amount of teacher led demonstrations as KS3 initially requires more instruction as the software is initially quite demanding for KS3 groups to negotiate themselves.
Literacy
The graphical user interface and the various models are a great help to any pupil with low levels of literacy.
Numeracy
The logical nature of modelling and control systems lends itself to numeracy as many of the skills are transferable to mathematical courses.
Ease of installation
Installation of the software both on a standalone machine and a school network was relatively straightforward with no problems with a basic school workstation.
Support materials
There are extensive technical support materials on the CD-ROM to support the software. Crocodile Clips supply a telephone number for support but I did not need the number once I had followed the on-line tutorials found on the CD.