Michael Kirby and Beth Evans writing for Teachers Evaluating Educational Multimedia
March 2005
This package is a 'stand-alone' application designed for teaching control and programming. As such, it includes content to meet the 'control' requirements of the National Curriculum at Key Stage 3, and that of some examination boards for GCSE, perhaps the AQA ICT Specification B (Systems and Applications) in particular. The methodology involved is that of constructing a variety of models of devices or systems. These can be constructed from scratch, or based upon one of the many inbuilt examples. The latter are associated with the range of constructional tools built into the software, as follows:
The models or systems are built by compiling a flow chart. The resultant flow chart diagram or procedure is then run to see the model or system in action. A very wide range of flow chart elements or commands is included, and these are directly linked to the model and context representations by a click and drag method. Input, process and output elements are represented as text and/or icons, and in many cases variables can be applied to a particular input or output, in either a digital or analogue sense. The user interface consists of three 'panes' for the selection of elements - respectively Contents, Parts Library and Properties. Models and systems are assembled on the largest pane or screen element, labelled as Scene. By default, there are three such 'Scene' viewing panes for each model, but additional panes can easily be inserted. Diagrams and models can be saved and printed, and also edited or de-bugged.
Documentation included on the CD-ROM makes its purpose clear. Crocodile ICT is described as 'a powerful tool for teaching control and programing. A simple flowchart interface is used to write programs which control either human characters or onscreen animations, making complex programming concepts easliy accessible to all.' Within the software itself, its makers specify that Crocodile ICT offers a 'versatile programming environment for Middle and High School classes.' The software is thus designed for independent use, referenced to a very specific area of the ICT Curriculum. It is sufficiently wide in scope to allow for coverage of all areas associated with the notions of control, simulation and modelling embodied in the National Curriculum, and those required for the purposes of GCSE examinations. The range of potential models and simulations, combined with the constructional method employed, mean that this software would be best utilised as a main teaching resource, supporting the development of appropriate pupil learning and activities.
The package is presented on a fully open access basis, so that there are no specific areas or tasks which are under teacher control. Pupils can access all of the program components and elements at any time, including referring to examples and the online video tutorials. The examples and the tutorials both include a spoken sound track accompaniment which runs automatically and without manual override. Exercises or tasks can only be selected by directing pupils as to the work to be undertaken. There is no inbuilt monitoring of pupil progress, but models or part models can be saved and printed if necessary - pupils could, therefore, return to 'work in progress' at a later date. Work and progress can be viewed onscreen for assessment puposes, or as previously mentioned, printed out during or on completion of the process. Any other options available to teaching staff would need to be in the form of direction given to pupils using the resource.
The software is quite specific in claiming to be an effective tool for the teaching of control and programming. These areas are covered within the National Curriculum, and are quite closely defined within the Attainment Levels, as below:
The package and its features offer opportunities to explore all of the above, and to do so using a variety of contexts, models and control elements. The programming factor involved is not so clearly defined within the National Currriculum, but the notions and principles of programming are inherent in the software, and represent a logical and potentially productive route to the understanding and building of systems.
The possibility of devising a control system using a range of contexts and models means that the package covers the necessary aspects of control in some depth. This can be done either on a relatively intuitive and visual level, or in a more abstact and mathematical way, or in some combination of the two.
Learning outcomes are not made clear within the package, or indeed in the claims made by its manufacturers. However, equipping pupils with the knowledge and understanding to devise effective control systems is implicit in the NC itself as the precursor to making sense of ICT and many other forms of technology, and that is the ground which this package offers the opportunity to explore.
The control concepts embodied within this package are appropriate to the relevant target groups of Key Stages 3 and 4. In general terms, these could be defined as the input/process/output model; the notion of feedback and feedback loops; values, variables and parameters within models and systems; and functions and procedures as logical building blocks. The 'topics' involved are appropriate and correct for the relevant age groups, and activities could be pitched at the right level with sufficient teacher input and direction. The vocabulary is quite technical and specialised - appropriate to the subject matter but almost certainly very challenging for some pupils.
All of the materials and resources within the program are very accessible, and the package is sufficient in both content and potential pupil engagement to represent a worthwhile resource for clasroom lessons. The visual\aural teaching aids are very good indeed - that is, the system examples and the online video tutorials. The text-based instruction lists given with some of the included tutorials are, however, quite lengthy and complex, and would be very challenging for all but the most able pupils. There is no real hierarchy in terms of degree of difficulty of the learning materials involved, so that a learning path or sequence would need to be teacher imposed. Navigation between some parts of the program is not particularly intuitive, and is, in some senses, inconsistent. In some sections, 'browser-like' features are available - for instance a 'Back' button - but this does not apply in, for example, the main editing screen. The actual activities for pupils to undertake need to be teacher determined - but this should perhaps be considered in the light of the software being essentially, as its manufacturers state, a tool, and not a discrete, self-contained learning package.
Comprehensive instructions for loading the program are included in a 'Read me' file on the disc, including both Apple Mac and network installation. The additional classroom resources, as already mentioned, consist of numerous inbuilt examples and tutorials, as well as the online video tutorials (the latter set up to run in Windows Media Player, or Quick Time or Flash). The video tutorials cover the following topics:
The inbuilt tutorials are categorised as follows:
In most cases, these resources are intended to be used onscreen, though the inbuilt tutorials have a text-based version for printing. They are, in general, quite substantial and of very good quality. They would be essential to successful use of the software within a classroom setting. There are no included lesson plans or suggestions, so that the use of the software would have to be structured and tailored to particular classes and teachers.
The quality of resources is good throughout, and the examples, tutorials and video tutorials are particularly impressive. Backgrounds for establishing contexts are simple but effective, and model elements are also quite convincingly rendered - the male and female characters in particular. Flow chart representations and other control elements are simple, crisp and effective, and functional aspects of the software such as click and drag and programmed movements - for example by the two characters - work very well indeed. The Internet links to the online video tutorials are found within the Help folder, and access to these tutorials appears within an additional window. It is, therefore, easy to return or to continue to use the program itself.
There is a fair amount of text in the program overall, all of which is in standard British English. There are no exercises as such included, although the given examples are intended to form the basis of pupil work undertaken as a result of viewing and working through the examples. There is no sequence or progression in any of the given models, although they do vary in their complexity, length, and use of unfamiliar or difficult concepts. Making full use of the materials would therefore require teachers to set specific assignments with accompanying questions, objectives, and so on if this were deemed to be necessary. As indicated earlier, pupils can save part completed work and return to it later, but there is no automatic save function. Completed or part completed work can also be printed off.
The publishers make no claims that materials are differentiated in any way, and there are no additions or adaptations of the software to support a differentiated approach. The examples are of varying levels of depth, difficulty and complexity, but teachers would need to customise delivery in order to suit particular groups or pupils. Some of the text and concepts would be inaccessible to the less able. Apart from spoken commentaries on tutorials, there are no facilities to make the software suitable for pupils with Special Educational Needs.
This is a complete and interesting piece of software with an original and engaging approach to the teaching of control in ICT - an area many teachers find difficult and challenging. It is well constructed and reasonably comprehensive, and it offers a methodology which is logical and reasonably accessible for both teachers and pupils. The use of characters to 'perform' procedures and programs is novel and appealing, and should help in motivating pupils. It might, in addition, offer a more 'gender neutral' approach to this area of the ICT Curriculum than is normally the case. It does embody some challenging concepts, and language beyond the scope of many pupils, especially at KS3. It could, nonetheless, be an effective tool in developing pupil understanding of control and systems given sufficient teacher input and organisation.
Our technician said that this software was quite easy to install onto the RM Connect 3.3 network. It was an upgrade for us as we were already running the previous version.
The package offers a structured way in which to look at models and flowcharts and how they show what is happening within a system or device. They can be based on one of the many examples provided or built from scratch. The models or systems are built by compiling a flowchart which controls onscreeen animations or human figures. Once compiled the flowchart is used to see the figure in motion. The modules that allow you to control your own human character were very popular with the students. The program has a nice user friendly style and allows students to try things out and to see what happens, a true modelling of situations. Diagrams and models can be edited, saved and printed off if wanted.
Crocodile ICT is designed for teaching control and programming and we used it to introduce the concept of programming to our students. It allows the user to study control systems in a safe way and is also a cheaper alternative to the more equipment heavy options.
All our students are able since this is a selective grammar school. The program contains examples of different levels of difficulty and allows students to investigate different aspects of their design and to progress at their own pace. There is provision of spoken commentaries on the tutorials but otherwise no further facilities for adapting the software for Special Educational Needs pupils.
We have 31 computers in the ICT suite, with the teacher's machine linked to a data projector, so each student had their own computer. We decided to use the model characters and construct a dance routine, and started as a whole class exercise looking at the board and discussing what to do with our puppet.
The students then used the dancing starter and put the model through all manner of jiving, twisting motions and performing any other forms of gyration that they could think of. They then went away to create their own project using the flowcharts. At the end of the session we put some of the completed projects on display on the screen and discussed them and how they had been assembled.
We were looking at how computers can control systems and devices. Feedback and sensors were both discussed as part of this project and this program allowed the students to see how each instruction they gave was executed on the screen.
This is such a user friendly environment for our drag and drop generation. They quickly mastered the idea of dropping in the flowchart boxes and then altering the features to get their 'guinea pig' to perform a variey of moves. The opportunity to change and add instructions and then tweak before adding the next is a useful tool. One thing the students found harder to get their head round was to think of the flowchart window as the popup, with lots of students closing it accidentally and then panicking when they couldn't get it back.
There is no inbuilt monitoring system, though work can be saved and printed if wanted. We treated this as a peer assessment task and the students rose to the challenge well. They considered how well the sequence was constructed and how complex it was. They then printed out the flowchart they had created and annotated it to show how this worked.
This was a useful lesson, the students were completely engaged and in fact we didn't notice the bell had gone. I found it a useful tool to add to the presentation module. I would like to be able to use it across the network and am looking forward to RM releasing the installation package, which is due.
The students loved the freedom to try things out and make changes to their design and whilst the boys initially found the idea of planning a dance sequence rather girly, they quickly got into competition with each other. In fact I think if we were to do this again we would finish with a Come Dancing final!
We found it very easy to use. The tools felt familiar to the students which meant that they felt free to experiment. The online help is clear which meant that the students were confident in using the program and used the cascade method to support each others learning.
Classroom Experience
Crocodile ICT is 'a versatile programming environment for Middle and High School classes' is the makers claim, and this is true. The students found this title great fun; using the characters to perform as to their instructions was very motivating as they were able to immediately see the responses onscreen, which is often not the case with programming.