For this project, you will be planning, creating, and publishing a Scratch game of your choice. This game should push the limits of your programming abilities and reflect what you could do with minimal teacher assistance. The game will be evaluated by random peers in your class.
You will undergo the three stages of game development: pre-production, production, and post-production. Continue reading
For this assignment, you create a game review on a poster board based on a vintage coin-operated arcade game from the “golden age.”
Except from Wikipedia:
The golden age of arcade video games is defined as the peak era of arcade video game popularity and technological innovation. Although there is no consensus as to its exact time period, most sources place it as starting in the late 1970s and lasting to the mid-1980s.
During the late 1970s, video arcade game technology had become sophisticated enough to offer good-quality graphics and sounds but it was still fairly basic as realistic images and full-motion video were not yet available. The success of a game had to rely on simple and fun gameplay. This emphasis on the gameplay is why many of these games continue to be enjoyed today despite being vastly outdated by modern computing technology.
This post contains information for students in the BCA 11 cohort who wish to learn about databases using Access 2013. Continue reading
For this assignment, you will work with a partner to prepare a slideshow presentation that reviews and compares two popular social media platforms.
These platforms do not need to be exclusive to those popular in North America, nor do they need to be exclusive to desktop computers. For example, you may compare a popular North American platform to a popular Chinese platform (e.g. QQ). You may also choose ones exclusive to games (e.g. Steam), entertainment (e.g. Netflix), or mobile devices (e.g. WhatsApp). However, the choice of your social media platforms must be similar in nature. Continue reading
Students in Info Tech 10 and Business Computer Applications 11 have created WordPress blogs to store their artifacts of learning throughout the year and to serve as portfolios. Continue reading
It isn’t every day that students have an opportunity to collaborate in a massive crowd-sourced project like The Empire Strikes Back Uncut, a fan-made, shot-for-shot recreation of the Star Wars classic.
The project selected 480 fan-made segments culled from over 1,500 submissions and integrates a wide-ranging mash-up of styles and filmmaking techniques, including live action, animation, and stop-motion.
In April/May 2013, 51 students from Windermere teacher Colin Kam’s Info Tech 10 class created almost a dozen 15 second clips. Three of these submissions made the final cut.
“All of the students worked hard and had fun applying what they have learned in class,” says Kam. “I wish to recognize all the students that were involved in this global project for their creative efforts.” Continue reading
Once the storyboard and script have been approved, your group may start recording and editing the video. If your group has all the required equipment and materials (e.g. camera, clothes, props, etc.), you may use class time to record the video as long as your group stays within school grounds. It is recommended that your group start recording and editing as early as possible, since your group may be required to redo some shots. Continue reading