Spex Educational Software for Children

Case Study No4

Spex educational software case study involving children aged 11 - 12 years in ICT.  Topics include Environmental Modelling Package Modelling and Design.

Educational Summary

Children were asked to design two kitchens for only one of three different customers with differing budgets and requirements (room size and number of units). They were asked to produce a spreadsheet and three-dimensional design for the customers and a plan of the kitchens for their workers (installation team). As an extension task the more advanced children were asked to design a spreadsheet using MS Excel and calculate the profit made from their design, then compare the spreadsheet tools available in MS Excel to the spreadsheet tools available in the title. Children were given two lessons of 50 minutes each to complete the work and a further lesson was given to the more advanced children using MS Excel. All children completed their design tasks in two lessons with very few problems. The only problems that occurred were in identifying the children’ work when it was printed, as the program did not allow children to add names to their work. Only a few children actually printed work with errors, but they were able to stop their own errors and make subsequent corrections. Children were able to cover the more advanced levels in ICT by careful planning of the lesson to include software comparisons and designs for a mixture of audiences.

Teaching with Spex

The software did allow children to examine and explore using different variables (objects with different costs), different design parameters (room size, colour and budgets), evaluations of use, and producing different design plans for different audiences.

Teacher preparation time was quite lengthy (three hours), but only about 20 minutes of this was for learning how to operate the program. The rest of the time was used to design lesson plans, teaching aids (handouts) and plan the general project. The children did not need any preparation time. Follow-up work was with the most advanced children who were asked to evaluate the software and compare the title’s spreadsheet to Excel. All the children completed their designs and generally enjoyed using the program. Key Stage 2 pupils could also use this program.

How I Organised the Classroom

Three different Year 7 groups of mixed ability were used to evaluate this title. A double lesson was allocated to complete the design tasks and a single lesson to complete the advanced children’ tasks. The lesson started with a teacher demonstration of how to use the program (with a projector attached to a PC). The children were then given their tasks to design a kitchen for one of three different audiences (home owners with different budgets).

As the program did not have a suitable Help facility, copies of the manual were placed in the room if required, but only a few children needed to use these.

At the end of the lesson children were encouraged to evaluate their own designs and the designs of other children.

Use of ICT to Achieve Subject Objectives

The main aims of this lesson were to introduce the use of simulation to solve problems, to use computer models to design environments (kitchens) and to allow advanced children to compare different software. More than simple modelling targets could be met. Producing designs for different audiences meant that children could achieve more advanced attainment targets. Children were encouraged to produce more than one design for their customers so that variables could be examined (different objects and different costs).

Obviously this project could have been completed using pen and paper, but the title offered the ability to edit and manipulate objects easily by using click and drag techniques. It automatically calculated any costs, informing children of the budgets they had left, allowing them to easily change the objects, colour and size of a room at the click of a button, saving time and making presentation very effective. The resource made it easy for the children to present their ideas and make changes to their plans, allowing them to model and experiment with different variables. They enjoyed the activity, competing against each other to reduce costs, add extra items and improve their designs. If more time were available I would have allowed children to look at professional designs, in brochures and magazines, as a homework exercise that would add reality to the project.

The ICT aspects of using Spex

The children needed very little help to use the program. A ten-minute teacher demonstration at the beginning of the lesson was adequate. I used the program in conjunction with Excel for the spreadsheet comparison, but this would not normally be necessary. Designs could be saved and sent to various customers using email to add interest and reality.

Spex can be used to introduce ICT terminology to young children – such words as ‘modelling’, ‘spreadsheets’, ‘variables’, ‘simulation’ and ‘design contexts’. The title can also be used to make children consider designs and work in suitable ways, check their work and check the costs on the spreadsheet as they go along.

Monitoring and Assessment

The teachers did not need to intervene too often, but simply asked children to check the children’ designs if they thought there might be any errors. Questions that children were asked included: What is in your kitchen at home?; What would you like in your kitchen?; Have you checked your costs?. At the end of the lesson children were encouraged to evaluate their own designs and the designs of other children. Generally, assessment was by outcome.

Spex for Special Educational Needs

To use the program children must be able to use the click and drag tools. Other than that no special skills are required. The program does not support the teaching of Special Educational Needs children, but its visual characteristics encourage all children to use it. In our mixed-ability classes, it was not apparent that any Special Educational Needs children required extra assistance.

Tom Sparrowhawk
Magdalen College School, Brackley, Northants