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Week 7: Teaching for all. Programming.

Assignments

  • Design and implement a simple game or quiz using a block programming language.

Process

For this assignment I decided to use MIT App Inventor to create a game for mobile devices. MIT App Inventor is a tool that enables you to build mobile apps. It is free and uses blocks that snap together for programming, so no traditional coding is required.

These are the main features of the app:

  • Drag-and-drop UI builder: Buttons, labels sliders, lists, canvases, charts, etc.

  • Blocks-based programming: Logic, variables, procedures, events.

  • Live testing: yo can see changes instantly on your phone with the AI Companion

  • Packaging & sharing: Build the app for Android

  • Connectivity: Bluetooth Classic & Bluetooth Low Energy (BLE), Wi-Fi

  • Media & graphics: Canvas drawing, image/sound/video playback, simple animations.

  • Extensions: you can add custom components (e.g., advanced BLE, charts).

The platform has two main sections:

  • Designer: Here, you visually arrange the user interface by dragging and dropping components (like buttons, text labels, images, and sounds) onto the screen.

    Blocks Editor: This is where you program the app’s functionality. Instead of text, you snap together graphical blocks that represent commands and actions, defining what happens when a user interacts with the app.

To start with a simple task in App Inventor, I am recreating a simple TIC TAC TOE game following this video tutorial https://youtu.be/CkDUEs9-ZmI

I created a background in Procreate, saved it as png and uploaded it to the canvas.

This is a simple approach as it uses the canvas that allows you to add a background and draw.

  • photo
  • inkscape

It also has a button to clear the screen once the game is finished. sample photo

The game can be automatised by using buttons and showing X or O depending on the turn, and showing the winner.

For this improved game I follwed this tutorial: https://youtu.be/kGdcbYSvhnY

The layout consist on 9 buttons arranged in 3 by 3. There is also a reset button and a label that shows whos turn it is next to play. sample photo

sample photo sample photo

Reflection

When you design a DF learning activity, how do you take into account diversity? Could you describe one learning situation in which you did not take into account diversity in planning? How did you solve the situation?

What aspects would you need to take into consideration if you have kids with\ a) learning disabilities,\ b) physical disabilities,\ c) emotional disabilities\ when preparing your DF activities?

Do you think your school is ready to a change in mindset? Why? How can you get support from other stakeholders?

What are the challenges and opportunities of integrating programming in your classes?

I believe that affordable microcontrollers, sensors, and accessible educational software make it easier than ever to run hands-on coding activities in the classroom. In many countries, curriculum updates have also put emphasis on computational thinking across subjects, to include programming in authentic, cross-curricular projects. When combined with digital fabrication and prototyping, programming supports iterative design, debugging, and problem-solving, helping learners create increasingly complex prototypes.

My coding knowledge is limited, and although I feel comfortable using technology, I struggle to respond to unexpected errors in the code or to support students when they get stuck debugging. I also see huge variability: some students “get it” and finish quickly, while others get stuck very early. This requires built-in scaffolding, extension activities, and structured peer support.

Tools

  • Tools or software used
  • References or tutorials followed