What is constructionism and the maker movement?

The maker movement is a method of students learning by doing. The learning by doing approach as stated by Martinez & Stager (2014), attempts to detach students from their reliance on being taught alongside the innovative process of a theoretical foundation for learning, known as constructionism. Constructionism supports the maker movement as learning is actively viewed through the development of creating, exploring, building, and presenting (Martinez & Stager 2014). Further, to effectively develop knowledge, this includes the procedure of design and making which prompts to solving problems (Donaldson, 2014).

What is Makey Makey and how does this foster creativity?

Makey Makey is an electronic invention tool, which has functions that enable this to work with any computer program or website that accepts keyboard of mouse clicking inputs (“Makey Makey”, 2012). This was explored during week 11 of the tutorial class. To begin, a USB cord was plugged into Makey Makey and the other end was plugged into the computer. Using the cables provided, one end of the cable cord was attached to the device and the other side was held between the fingers. By tapping on this metal part, this created a green light indicating that it is operating.

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Makey Makey fosters student creativity as they are learning about computer programming. Also, this encourages collaboration between the students as they explore various ways to make their own circuits. A suitable classroom activity example could involve an interactive artwork where other students can join in, such as producing different sounds. Students can stick aluminum foil on the ceiling and blowing up different coloured balloons that contain helium. Students then plug in a USB cord into the computer and students choose the sounds they want such as, boxing sounds. Students then connect the cable clips to Makey Makey and the other end to the edges of the aluminum foil. At the end, all students tug onto the strings of the balloons and will each have different sounds. 

Benefits/limitations of using Makey Makey in the classroom

Benefits of incorporating Makey-Makey into the classroom includes everyone can be an inventor! It is ideal for all ages, cost effective, adaptable and it operates through a USB so it does not require any software to be downloaded onto a computer (“Makey Makey”, 2012).

Limitations of incorporating Makey-Makey into the classroom would only involve the issue of the cord length of the clips as they are somewhat short for larger scale projects. All things considered, that is a pretty minor objection, as cords are inexpensive and generally accessible.

References

Donaldson, J. (2014). The Maker Movement and the rebirth of Constructionism, Hybrid Pedagogy, 1(1). Available at: http://www.hybridpedagogy.com/journal/constructionism-reborn/

Makey Makey. (2012). Retrieved from https://labz.makeymakey.com/

Martinez, S., & Stager, G. (2014). The maker movement: A learning revolution. International Society for Technology in Education. Available at: https://www.iste.org/explore/articleDetail?articleid=106

What are games in the classroom and how can this foster student creativity?

Technology has already generated numerous new educational devices to aid teachers improve learning in the classroom, such as integrating games. This can amplify students’ forms of learning. Using games in the classroom encourages an increasingly positive and cooperative learning environment for students, particularly when games are completed in groups. It is evident that teachers find using games in the classroom invigorates a positive coordinated effort between students (Squire, 2006). As a result of this, when students are urged to cooperate to solve tasks during games, they adapt great teamwork and being fair and reasonable. Likewise, games show great relational abilities, critical thinking, basic reasoning aptitudes, creativity, and time management when utilized in groups and completed within a certain time.

Moreover, applying online games into the classroom presents students to new worlds and guidelines. Students are supported to investigate these worlds, solve problems and influence the game’s standards to finish tasks and accomplish success. In doing so, new roads of creative energy and imaginations are released. Hence, consolidating online games into instructive educational programs such as the curriculum makes students increasingly inspired and connected with, particularly when they are the architects of their own recreations. In saying this, Squire (2006) deliberates the capability of learning through games that comprises of students producing meaning from the articulation, considering game structure as they are building up the principles, portrayals, and jobs for players (p. 4). 

An example of a game that can cultivate students learning in the classroom is a website called Math is Fun. All through the site there are succinct sentences and animated characters, making content simpler for students to process. Notwithstanding giving activities that spread basic math abilities, the site also different games and puzzles. Math Is Fun may likewise interest teachers, as includes an area of ideas for their lessons.

Pedagogical implications of incorporating Math is Fun

Benefits of incorporating Math is Fun is that it builds content learning, spurs students since it is intended to be effective. Additonally, students will feel as though they have the authority, as they won’t just gain from the web based recreations alone, however from structuring and building them (Prensky, 2007).

Limitations of incorporating Math is Fun is that children can sit for quite a long time on a computer while playing the exercises this site offers and will not stop playing them, making them dependent on it. Consequently, it is essential for teachers to define limits and guidelines, for example, a specific time that students are requested to follow when they use the website. Different instances of educational ramifications incorporate the potential diminishing in students regard for theory learning, a few students may not have access to a computer or the Internet at home.

References

Math Games – Puzzle, Number, Strategy, Logic and Multiplayer Math Games. (2016). Retrieved from https://www.mathsisfun.com/games/ 

Miller, D., & Robertson, D. (2010). Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self-esteem. British Journal Of Educational Technology, 41(2), 242-255. doi: 10.1111/j.1467-8535.2008.00918.x

Prensky, M. (2007). Students as designers and creators of educational computer games.

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

What is Virtual Reality and how does it work?

Virtual Reality (VR) has what it takes to deliver a new viewpoint on people and things (Southgate, 2018). It immerses users in a stimulated digital environment primarily integrating aural and visual criticism as well as permitting different kids of sensory criticism through the use of headsets, such as the HTC Vive. This VR device is one example of having qualities that takes full control over an individual’s vision to give the impression that they are somewhere else as these headsets shut out surroundings (Dempsy, 2016). Once the headsets are turned on the lenses giving the vision of whatever is being presented, for instance playing a game or watching a 360-degree video mirror the panels inside. Turning off the headsets while still wearing them is like being blindfolded (Dempsy, 2016).

How can this be VR be used to foster creativity in the classroom?

VR empowers an unmistakable experience for learners with the application of immersion and presence, where the brain is deceived into believing the person has entered the virtual setting and reacting as if they are physically there. To foster creativity through the usage of VR, teachers should form lessons that target immersion for the reason that this empowers learners feel like they are apart of the story (Dede, 2009). Additionally, allowing learners to control gives them the cooperative experience alongside promoting cooperation and enabling learners to convey more effectively, giving them an amazing VR experience!

Benefits/limitations of using Virtual Reality in the classroom:

Although VR is great for learners to discover distinctive authenticities and substitute their encounters, it can come with some disengaging impacts that VR can produce. Benefits of VR tools in the classroom includes students being interested to feel inspired to use this tool, expanding students’ commitment and enabling them to talk about their experiences within their VR, removes language barrier further improving the quality of education in different KLA’s. Limitations include conceivable outcomes of students becoming too dependent to the Virtual Reality world and the fact that advanced technology is expensive. If this is the case for some schools and they are unable to afford it variations can be created so students can experience VR in their classes.

References:

Dede, C. (2009). Immersive interfaces for engagement and learning. science, 323(5910), 66-69. Available at: https://pdfs.semanticscholar.org/d1c8/3e93b9524b4a397b8041cdcd782ed3ac4a01.pdf

Dempsey, P. (2016). The Teardown: HTC Vive virtual reality headset. Engineering & Technology, 11

Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers. Available at: https://ericasouthgateonline.files.wordpress.com/2018/06/southgate_2018_immersive_vr_literature_review_for_teachers.pdf

What is Augmented Reality and how does it work?

Augmented Reality (AR) refers to technology that overlays information and computer-generated objects in real-world settings (Bower, Howe, McCredie, Robinson & Grover, 2014). AR uses the current environment and inserts information into it to make a new artificial setting, such as, Snapchat filters, the game “Pokémon GO” or Osmo.

Introducing Osmo

Osmo is a tablet friendly, hands-on application that has a range of physical and digital educational games (“What is Osmo?”, 2018). One of these games includes Tangram. Demonstrated during week 6 of the tutorial, Tangram instils children’s “spatial relational skills while fostering social-emotional skills and creative thinking” (“What is Osmo?”, 2018). Tangram involves arranging puzzle pieces to match on-screen shapes using the exact real world puzzle pieces provided. Osmo has a front- facing camera, which sensors whether the student has placed the puzzles together correctly or not. Once the pieces are correctly put together and the camera detects the accuracy, it automatically moves on to another puzzle.

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How can this be used to foster creativity in the classroom?

Osmo is a learning experience that promotes visual problem-solving skills and social interaction. This can help young learners succeed in the digital world as this application also challenges their logic skills. Osmo can further foster learning throughout the curriculum, in subjects such as Science, mathematics and art (“What is Osmo?”, 2018).

Benefits/limitations of Osmo:

There is no time limit with Osmo, which is great for children who may not possibly work best under pressure. Two limitations that may arise include the camera not detecting the puzzle making it challenging to dismiss errors. Also, considering that there are no words on the screen this can be hard for some students to work out what to do.

References:

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1-15. doi: 10.1080/09523987.2014.889400

What is Osmo?. (2018). Retrieved from https://support.playosmo.com/hc/enus/articles/235182547-What-is-Osmo

What are robots?  What is Bee Bot?

Robots are machines that are controlled by someone or something, such as a controller and are often made to look like a human or an animal. There are different types of robots that can be used in the classroom, one of them being programmable floor robots, which are aimed to enable students to control the device (Alimisis, 2012) and this includes Bee-Bot. Designed for young students, Bee Bot is a floor robot that teaches basic control and simple counting and directions. Bee Bot increases spatial awareness as students experiment with how the tool operates through actuators and programming sensors, triggering Bee Bot to move (“Bee-Bot Home Page”, 2019).

How can this tool be useful in fostering creativity?

As this is suitable for students in year 1 and 2, based on the curriculum; Recognize and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002) a possible activity that could be implemented could involve teaching students to learn how to count using a number line mat from 0-10 and a bee bot (“Bee-Bot Home Page”, 2019). Other suggestions include using colorful floor mats that include images of a park, different colored shapes, which will be shown below. These suggestions foster students’ metacognition and computational thinking/ coding, as they are creating solutions to get to their destination, such as pressing the left arrow once to turn left and then pressing the green button to move Bee Bot.

Benefits/limitations:

When it comes to the software, the strengths of Bee Bot include being able to communicate, interact and engage as well as learning together with peers without realizing it. Weaknesses include students from an EAL/D background may find the tool difficult as they may be unfamiliar with the language to control it. Also, students who have behavioural issues may find that the repetitive nature of Bee Bot may bore them or become disinterested. Therefore, teachers should implement pedagogical considerations to facilitate learning and ensure the activity is highly relevant to what the students are learning as well as allowing students to learn from failure in order to do better.

References

Alimisis, D. (2012). Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy. Robotics in Education Conference, 2012. Available at: https://pdfs.semanticscholar.or/be99/1d6cface636a180fa394ee621c2bb09df1e7.pdf

Bee-Bot Home Page. (2019). Retrieved from https://www.bee-bot.us/

What is Computational Thinking?

Computational thinking (CT) is the thought process involved in formulating a problem and expressing solutions in such a way that an individual, computer or machine can effectively accomplish with algorithms (Wing, 2016). Algorithmic thinking is one of four elements in computational thinking, which develops a step-by-step instruction for solving problems (Doleck et al., 2017).

Creativity and Blockly: Maze

Problem solving is the most common element used in computational thinking, which helps foster creative thinking (Doleck et al., 2017). Through computational thinking, Seo & Kim (2016) express coding in education has enriched computational thinking and creativity. This is shown in Blockly games: Maze, which is an accessible game where students learn about programming, plan their own framework, consider diverse methods using basic coding.

Blockly Maze (image taken by me)

The second level of the problem is shown in the screenshot above. The obvious expectation is to create a program that will move the image along the path to a goal. The initial levels are straightforward, however a few of the later levels become challenging. 

Implementation/Implications in the classroom

Implementing online games in the classroom such as Blockly: Maze allows students to create and test out accurate algorithms. The major implication would involve the boundaries on the approachability of ICT tools at school or at home.

References:

Blockly Games (2019). Blockly Maze. Retrieved from https://blockly-games.appspot.com/

Doleck, T., Bazelais, P., Lemay, D.J., Saxena, A., & Basnet, R.B. (2017). Algorithmic thinking, cooperativity, creativity, and problem solving: exploring the relationship between computational thinking skills and academic performance. Journal of Computers in Education, 4(4), 355-369.

Seo, Y., & Kim, J. (2016). Analysing the Effects of Coding Education through Pair Programming for the Computational Thinking and Creativity of Elementary School Students. Indian Journal of Science and Technology,9(46).

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. Available from: http://dl.acm.org.simsrad.net.ocs.mq.edu.au/citation.cfm?doid=1118178.1118215

What is 3D printing?

In the simplest form, design-based thinking refers to the cognitive, strategic and practical process of testing innovative ideas to improve products or solve problems. It very well may be as effective in technology or education as it may be in manufacturing. Three-dimensional (3D) print involves the manufacturing process of making 3D solid objects from a digital file.

During week two, learning how to use Tinkercad in the tutorial class and experimenting with various features this software had, I thought was very easy for students of all ages to use especially reluctant learners. Another cool and easy 3D design application that I found to be easier than Tinkercard, called Makers Empire 3D. This software works on all computers and tablets making play-based learning highly accessible for both teachers and students.

Screenshot of my design on Tinkercad

Screenshot of Makers Empire 3D

Three-dimensional print fosters student-centred learning as it provides students with the opportunity to master content knowledge, build enthusiasm and discover real world skills through 3D activities, such as the applications mentioned. This additionally encourages an innovation mindset and exposes students to components of design thinking, and cultivates self-directed learning.

The limitations of three-dimensional printing is that it can be very time consuming as well as having certain restrictions on materials. A major implication involves the cost, as it could be very expensive when altering the volume of the product. (Weller, Kleer & Piller, 2015).

Laurillard (2012), concludes that Improving the quality and viability of the students’ experience in learning, the teacher will need to provide a principled approach that will support and enhance their use on technology in this case three dimensional.  A principled approach allows students to apply their knowledge in and outside of the classroom environment. Furthermore, Addy, Dube & Pauze (2018) state, by establishing ongoing and open communication between student, their peers and the teacher or providing sufficient resources are examples to enhance students’ knowledge with 3D printing.

References:

Addy, T., Dube, D., & Pauze, B. (2018). How to Design a Classroom Activity that Integrates 3D Print Models with Active Learning. Coursesource, 5. doi: 10.24918/cs.2018.8

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.

Weller, C., Kleer, R., & Piller, F. (2015). Economic implications of 3D printing: Market structure models in light of additive manufacturing revisited. International Journal Of Production Economics, 164, 43-56. doi: 10.1016/j.ijpe.2015.02.020

What is creativity?

Creativity involves an individual seeing past the “ordinary” and is a risk taker who is fearless. Creativity can likewise be interpreted as transforming imaginations into reality and being an inspiration to others.

Fostering technology into the classroom – IMovie

Since the opportunities to increase the improvement on student learning continues to grow, so does fostering technology in the classroom. IMovie is a video editing software application that enables I Phone, I Pad or Mac computer users to view, edit, record and share videos. Throughout my work placement I witnessed I Pads being used in the classroom and students were producing a trailer for a book they have been reading and learning about. Students had the knowledge and capacity to experiment with basic editing tools such as fonts, texts, sounds, transitions and other exciting features on the software. This is a good teaching skill for students to enrich their learning as they figure out how to evaluate their own understanding and communicative skills while they are enjoying the process and being creative (Jhanke, 2011).

Being mindful of how all students learn is fundamental and this includes constructing an inclusive, creative classroom setting (Obradović, Bjekić & Zlatić, 2015). Applying the IMovie software into the classroom will assist young minds to build up their creativeness for innovation. This can be done though allowing them to create images and videos or experimenting with sounds and colour to design their project.

Fostering a creative classroom involves less of the use of reading material such as textbooks. Li (2016) discusses this as “ineffective learning” and the students’ achievement harvests along with limiting their ability to think creatively. However, adapting multimedia such as IMovie increases motivation to learn along with the teacher encouraging student participation. This is done through student directed learning as they are responsible to select and control how the project is presented and shared across the platform. Sharing these ideas promotes motivation between students and allows the teacher to constructively provide feedback.

To conclude, using IMovie in the classroom is an innovative and interactive way to get all student’s engaged in and out of the classroom environment.

 

References

Jahnke, I. (2011). How to Foster Creativity in Technology Enhanced Learning?. Social Media Tools And Platforms In Learning Environments, 95-116. doi: 10.1007/978-3-642-20392-3_6

Li, Y. (2016). Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module. International Journal Of Information And Education Technology, 6(2), 105-112. doi: 10.7763/ijiet.2016.v6.667

Obradović, S., Bjekić, D., & Zlatić, L. (2015). Creative Teaching with ICT Support for Students with Specific Learning Disabilities. Procedia – Social And Behavioral Sciences, 203, 291-296. doi: 10.1016/j.sbspro.2015.08.297

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