Maker’s: Are they constructing knowledge?

 

When I was at school a computer was that black green screen in the library used for basic games and find a book. Whilst making usually involved making an ashtray to give my parents, something that would be deemed totally inappropriate in society now. Sadly, apart from the use of computers for word processing and SMART screens making presenting more interactive not a lot else has changed. With technology advancing rapidly to the point that primary aged children can 3D print and then program their own toys it is time the classroom caught up (Martinez, 2014).

There are now a vast array of materials, tools and programmes available for teachers to integrate into the classroom and curriculum to make learning a more real and hands on experience. A classroom that provides students with real hands on problems to solve will teach students to become creative thinkers and problem solvers (Martinez, 2014).

One example of how to integrate these emerging technologies into the curriculum is creative writing and stop motion animation. The below image is from a short animation I was able to produce in just 15 minutes having never used it before. Imagine how students could collaborate with their peers to bring a story to life. It would require planning, team work and the ability to select appropriate resources. They would also be able to read their story and show the movie to their classmates in a much deeper learning experience.

 

Seymour Papert claimed that any 16^th Century teacher would be able to walk in todays classroom and teach without too much difficulty (Blikstein, 2013). That is where game based programmes such as Bloxels and change how we teach. Bloxels a first glance appears to be a traditional board game. However, when used with the Bloxels app allows students to create their own multi stage computer game. Students can design the layout and then create rules/basic coding to bring their game to life. Where once schools taught students how to build a birdhouse or build a wooden tool box (Harvard, 2014). Bloxels teacher’s students how to problem solve, code and with ability to link up to 60 screens collaborate with the whole class to build one gigantic multi-level game.

With educational precedents set by the research of Piaget, constructivism in the classroom promotes the learning by doing approach. Teachers that are not afraid of change and motivated to embrace the rapidly changing educational landscape can utilise tools such as stop motion, Bloxels and innovative programs such as Makey Makey that not only allow students to turn bananas into drums but also change how they learn.

References

Blikstein, P. (2013). Digital fabrication and ‘making’in education: The democratization of invention. FabLabs: Of Machines, Makers and Inventors, 1-21.

Harvard, U. (2014). Harvard Educational Review (2014). The Maker Movement in Education: Designing, Creating, and Learning Across Contexts Symposium Introduction.

Martinez, S. &. (2014). The maker movement: A learning revolution. International Society for Technology in Education. .

 

 

How Augmented Reality can foster learning engagement in the classroom.

As technological advances continue to develop at pace, has the time come for teachers to take the next jump in classroom ICT? With SMART boards, IPad’s and laptops now common place most classrooms, how can these be leveraged to create a more immersive classroom experience? The answer it seems is via Augmented Reality, a process that enables virtual objects to co-exist and interact with the real world (Azuma, 1997). This process will allow students to learn in a variety of new and engaging ways. The app Quiver AR is a great first step for teachers to take. Printable colouring in sheets can be downloaded for free from the website. These include educational topics such as volcanoes, cells and maps of the world.

Once coloured in by students they will need to open the Quiver AR app to view them. Then as they focus their devices on their image it will come to life. The image of the volcano above will suddenly become a 3D interactive learning experience.

 

 

Students will be able to explore volcanoes by looking inside, seeing them erupt and answering questions. An overall learning experience that is more engaging and will be remembered in comparison to looking at pictures in a book. There are Augmented Reality apps based on themes that can be tied to outcomes in the curriculum. This will enable teachers to integrate sequences of learning utilising Augmented Reality (Bower, 2014). Other apps such as Space Craft 3D by Nasa & Skyview can also be used to continue the learning experiences in the classroom.

With investment in Augmented & Virtual reality topping over three billion last year (Addock, 2018).  The use of Augmented reality in the classroom has moved beyond the school yard. The building industry has found that the 2D building plans can now be brought to life assist planners in making the mental connection between plans and the 3D structures they are intended for (Addock, 2018). It would seem, that the technology required is now ready however teachers are often untrained and even unaware of these programmes and how to implement them successfully. Also, teachers that are motivated to implement these new approaches can often find themselves ill-equipped to deal with glitches and failure in the technologies used (Bower, 2014). With the unstoppable advance of technology in our lives it would be wise for schools to embrace the changes by investing in training teachers in how to integrate Augmented reality into the classroom successfully.

Bibliography

Addock, M. (2018). Time to get ready for augmented reality. The Conversation.

Azuma, R. (1997). A survey of augmented reality. Presence, V(6), 355-385.

Bower, M. H. (2014). Augmented Reality in education – Cases, places and potentials. Educational Media International, 51(1)., 1-15.

Images taken using the Quiver AR app.

 

 

Robotics in the Classroom

 

Without the aid of computer science, robots would simply be machines controlled by man without the ability to think (Kay, 2013). But does the use of robotics add value to the primary classroom? Robots have been used in primary classrooms since the Logo turtle in the early seventies. These early robots could be programmed to move forward and back, turn left and right and beep. Children thinking skills could be activated by working out the correct codes to navigate their turtle through a maze or to follow a line.

With the barrier of price gradually being removed as the cost of robot hardware continues to drop (Kay, 2013). Teachers are facing the possibility that it is now feasible to teach robotics to a class where each student now has their own robot to work with. This has contributed to an increase in teacher interest over the last decade in how robotics can be integrated into the classroom via subjects such as maths, science and technology (Alimisis, 2012).

To examine the value of robotics in the primary classroom I spent some time getting to know two products currently on the market. Firstly, I experimented with Cozmo, a small, cute and rather likable robot. Cozmo is controlled via an app on iPad and the initial activities were best suited for stage one students. I was able to tune-up, feed, play games and add facial recognition in an easy to use straight forward manner that would encourage engagement in the activity with students.

(Cozmo in action).

However, the value of Cozmo was embedded in its more advanced features. Utilising the Code Lab feature Cozmo was able to be programmed to perform tasks. Unlike the safety first and controlled school science lab where students follow step by step instructions (Resnick, 2007), with Cozmo students can be challenged to think creatively, plan and collaborate.

With similar & easy to use coding language as Blockly, Cozmo can be utilised to demonstrate skills from the Australian Curriculum such as representing data as pictures, symbols and diagrams (ACTDIK002) and describing a sequence of steps/algorithm to solve problems (ACTIP004).

In a similar vein but without the adorable bells and whistles of Cozmo is WeDo 2.0. A type of White- box robot that requires users to construct the robot from scratch (Rusk, 2008). Initially via the use of traditional Lego instructions and pieces that may assist early engagement of students. WeDo 2.0 then requires coding and although still user friendly it is a step up from Cozmo and more suitable for stage three students.

(WeDo 2.0, coding screenshot).

As with all classroom activities, robotics is only as useful as the planning that goes into it’s use and how that use is aligned to the curriculum.

References

Alimisis, D. (2012). Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy. Robotics in Education Conference, (pp. 63-71).

Kay, S. J. (2013). Robotics in computer science education. Computer Science Education, 23:4, 291-295.

Resnick, M. (2007). (2007). Sowing the seeds for a more creative society. . Learning & Leading with Technology, 35(4)., 18-22.

Rusk, N. R.-G. (2008). New pathways into robotics: strategies for broadening participation. Journal of Science Education and Technology, 17, , 59–69.

Kudo: Creative masterclass or just another game?

Kodu

Kodu is a game-based system that assists students in learning programming. It is an entry level system that allows students both young and old to create games featuring their own worlds, characters, rules, challenges and problems. Best of all the PC version is available for free though it is also available on XBOX. With 97% of families with children having computer games in the household (Brand, 2017). This added to constant frustration in the current educational system, interest is increasing in the possibilities and value of video games in education and the potential learning experiences they could provide (Fowler, 2014).

A common criticism raised by educators about gaming is that students simply learn the strategies required to succeed without picking up the elements of curriculum learning the lesson set out to achieve (Squire, 2006).  This is Kudo’s greatest strength, students are not just playing the game, they are creating it. Students creativity is allowed to run riot as they choreograph rules, design landscapes, decide the roles of the characters they introduce and add rewards and badges to successfully completing missions (Squire, 2006). Kudo’s features and controls are taught via a set of tutorials that instruct users on how to do complete the basics needed to construct their own game. The screen shot below depicts a tutorial on how to program a robot to move and the programming required to enable the apples to interact and be eaten.

Image 1: Screen shot from a coding tutorial.

Kudo’s features are easy to learn although differ to other programming systems. However, they do cover many common concepts in programming such as control flow, inheritance, conjunction, negation and disjunction (Fowler A. , 2013). Despite all this, one of the best reasons in using Kudo to teach programming is that it is fun. Computer games that are also educational increase engagement, improve student attention, concentration and overall make learning fun. Whilst not all learning needs to be game based and fun, Kudo allows us to make the teaching of programming, design, problem solving and digital creative writing a more engaging experience that students will be motivated to master (Fowler A. , 2013).

In a classroom situation student’s also get instant feedback as they can create their own games and then watch as other students play the games they have created. The peer feedback from students as they attempt each other’s creations is a great example of formative feedback that re-enforces the learning experience. Kudo allows both players and creators to learn from their mistakes and go back to perfect the programming or playing strategy so that ultimately everyone is a winner as pictured below.

Image 2: Winning screen shot from game I developed in just twenty minutes.

References

Brand, J. E. (2017). Digital Australia 2018. Eveleigh: IGEA.

Fowler, A. &. (2014). A Proposed Method for Measuring Learning in Video Games. . GSTF Journal on Computing (JoC), 3(4), , 1-6.

Fowler, A. (2013). Enriching Student Learning Programming Through Using Kodu r Waiariki Institute of Technology Rotorua, New Zealand . Proceedings of the 12th International Conference on Interaction Design and Children (pp. 639-642 ). New York: ACM.

Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8). , 19-29.

 

Scratch Junior

Scratch Junior is free app that can be downloaded on smart devices. It is an introductory programming experience for early primary aged children. Based on on the senior version Scratch, Scratch Junior’s features and layout are easy to use and aimed at the interests of younger children. Having no prior experience in coding I needed an easy to learn programme to teach to a year two class. A few video tutorials later I was able to put together a comprehensive 20 minute introduction before setting the class free on their coding journey. I created the below power-point that I left open on the Smart board for the class to refer to, it contain the all the basic controls to assist students getting started.

Image 1: (Instructional Power-point image from my Year 2 lesson)

 

The idea behind the Scratch programmes is that they aim to assist students in visualising the algorithm process (Osman, 2017).  It aims to teach programming in a way that is fun and interesting to students. By simplifying and increasing the fun factor Scratch Junior is succeeding in making a difficult subject engaging and removing the boredom factor and hence increasing engagement (Osman, 2017).

With my year two class I initially got them to complete some of the Scratch challenges to help them to master the skills needed to successfully master more complicated challenges. See the below image for the Scratch challenges I used that increase in difficulty and the skill required to complete.

Image 2: (Scratch Junior Challenges, Power-point image from my Year 2 lesson)

By the second lesson students were integrating their creative writing tasks with Scratch Junior and attempting visually create their stories in a digital format. The students creativity was being developed as they had to manage the whole design process including the initial story, animations, sound effects, images used and problem solving (Ortiz-Colon, 2016). The students despite being of a young age were very soon developing rather complex sequences of graphical programming syncing the supplied backgrounds and characters with their own inserted images and sounds. Students were able to bring their own stories to life by making their characters talk, sing, jump, run and much more.

Overall the Scratch Junior ethos is that the language of programming should be fun. It encourages children to learn via play and the challenges are teaching students basic coding without them being particularly aware. The creators of Scratch have put a focus on customisation and diversity. The result is a programme that is motivating, fosters creativity, cognitive development and is still fun and easy to use (Ortiz-Colon, 2016).

References

Ortiz-Colón, A., & Maroto, J. (2016, Vol.11(02)). Teaching with Scratch in Compulsory Secondary Education. International Journal of Emerging Technologies in Learning (iJET), Vol.11(02), 67.

Osman, E., & Askim, A. (2017). The effects of teaching programming with scratch on pre-service information technology teachers’ motivation and achievement. Computers in Human Behaviour, Vol (77), 11-18.

 

 

Does SketchUp foster creativity in the classroom?

The mysterious new world of 3D printing is something that instantly fosters engagement in kids and adults alike. A quick search in You Tube will locate various TED talks extolling the virtues of the 3D printer from use in construction to the making of new joints for patients such as knees and even and heart valves.

Sketch is a web based design program that allows both professionals and students the freedom to create anything that they dream to build. The programme is simple to use with customizable toolbars and easy to identify icons. As a first time user I was able to master the basics and build the below house after just twenty minutes on the programme.

Although sketch can be used by architects as a powerful CAD programme, the great feature for teachers is the school curriculum features. Although US based they can easily be adapted for use in Australian schools. Students can be given the freedom to choose a programme that will teach them to build a selected item such as a playground. As they work through the package they are learning all the skills they need to be able to create anything they desire (Tennenbaum, 2017).

 

 

(Tennenbaum, 2017).

Having learnt the basics students design and creativity and be fostered by giving them them the opportunity to choose a task of their own liking. My Year 5 class last year were obsessed with fidget spinners.  So several students set out to design their own on sketch and then 3D print them. The students soon learned that it wasn’t as easy as they expected. After the initial scaffolding of the early design programmes students had the skills to create designs however cross curricular skills were called upon. The initial prototypes were printing to slightly different scale so students were having to calculate the variance and adjust accordingly. At times students required extrinsic feedback in the form of guidance and suggestions however through practice and trial and error several successful fidget spinners were created. The ability to then show off their successes to friends in the playground is a rare and positive outcome of the students successful design skills. This scaffolded lesson structure involved the students gaining increased independence as they mastered the skills to perfect their designs (Laurillard, 2012).

 

Overall the easy beginner access the Sketch contributes to it’s ability to foster creativity and design in students. And unlike other programmes it also has the ability to extend students all the way from year three to professional designers and architects alike. It is this feature that allows students to remain engaged as the better they become at mastering the programme the more challenging designs they can attempt to create, design, review and problem solve on. The curriculum features also make it a must have for the digital classroom.

References:

Tennenbaum, J. (2017, August 24th). SketchUp for Schools’ first day of class. Retrieved from SketchUp Blog: https://blog.sketchup.com/article/sketchup-schools-first-day-class

Laurillard, D. (2012). Chapter 5 – What it takes to teach. In Teaching as a Design Science – Building Pedagogical Patterns for Learning and Technology (pp. 64-81). NY: Routledge.

 

 

 

 

 

 

 

 

 

Padlet

Imagine you are a year 6 teacher in NSW. The schools program states that when teaching the class about federation in Australia you must organise your students into groups to create a poster about topics such as the Eureka Stockade or Alfred Deakin. You can already hear the groans from the class about making yet another poster to display. Now pause and take a minute to imagine the reaction when you tell them they are off to the computer room to learn about a great new computer programme that links to their favourite social media sites.

(Incorporado Technologia A La Educacio, n.d.), Padlet.com.au

Let me introduce you Padlet, a limitless collaboration wall that is user friendly. Teachers can sign up for free and modify their wall with several design features such as giving the site an easy to find web address, layout, font, image control and it can be re-named, for example “6C’s federation wall’. Students can then be sent an invite via email and most importantly, you can adjust privacy settings to make it password protected so that your class can write on it but no one else can.

 

Once they have logged in students can be set tasks such as tell me what you have learned today or work on group projects. However, to allow creativity to foster students should be given time to just explore and play on Padlet. Without the pressure of working towards an assessment task the students will be unencumbered by the technical delivery of utilising Padlet’s features and will cultivate their creativity on the platform provided (Pink, 2011)  As a group, students can work on one large post collaboratively (called a wall or grid) or decide to post several individual Padlet’s and link them (a canvas). Creativity is often defined as the ability to be original within the boundaries of a specific task (Beghetto, 2013). The Padlet programme allows teachers to set the boundaries and provides students with the ability to express their creativity. They can write, add pictures, design, include their own videos and use the touch screen compatibility to present their creations on a classroom Smart Board.

For teachers Padlet can be used as an assessment tool as students’ posts demonstrate both their digital and written skills. Student posts can be moderated by the teacher to ensure the language and content is suitable. By selecting moderate posts in settings, all student contributions must be approved before becoming live and visible by the rest of the class. The wall can be shared via multiple social media sites if desired and it can be embedded into a class blog to allow students to double click on it and get quick access. Overall Padlet is an easy to use collaborative site perfect for middle primary to high school students to express themselves.

References

Beghetto, R. A. (2013). Fundamentals of Creativity. . Educational Leadership 70(5)., 10-15.

Incorporado Technologia A La Educacio. (n.d.). Cómo utilizar Padlet. Retrieved from Technoaulus: http://tecnoaulas.com/como-utilizar-padlet/

Pink, D. (2011). Creative fluency. In I. J. L. Crocket, Literacy is not enough – 21st Century fluencies for the digital age. (pp. 43-45). Corwin.

 

 

 

 

The Journey Begins

Thanks for joining me!

Good company in a journey makes the way seem shorter. — Izaak Walton