In week 7 we explored constructionism and the maker movement which is very similar to week 3's topic; design-based thinking. Both require students to act as constructivists and creatively design and produce project-orientated resources/products (Kahn & Winters, 2021). The maker movement is an inclusive-pedagogy which allows all students to participate in group-projects equally in order to collaboratively solve a problem and create a hands-on solution through makerspaces (Fiore & Cooper, 2019).
In EDUC3620, we learnt how to use the micro:bit Constructionist tool which is a mini-computer programmed electronic that relies on a sequenced-coding-structure used to function the programmed-product. This tool allows students to experience the makerspaces as it provides them with a hands-on-experience which fosters their creativity and collaboration-skills. Students also practise problem-solving-skills which are useful for future challenges. The design-product is usually completed over a duration of different lessons as it takes time to understand and complete each programming step.
Teachers can use the micro:bit tool in their classroom to foster student creativity and introduce them to coding and computing technologies. Secondary students can use this tool collaboratively to create a project about circuits during science lessons. The tool can be used to fulfil outcome ST3-2DP-T which requires students to use materials to develop solutions for a need or opportunity, and outcome ST3-3DP-T which requires students to define problems and follow algorithms to define solutions (NSW Education Standards n.d.). Teachers can implement these in STEM lessons by providing students with opportunities to create projects for specific STEM content strands. For example, students can use the micro:bit and recyclable materials to create an irrigation plant watering-system. This will enhance their critical thinking skills, coding skills, class engagement and content knowledge in relation to STEM (Ryu & Lombardi, 2015).
Unfortunately, the irrigation system was not completed in EDUC3620 due to short time.
Micro:bit can be used to foster student creativity as students can customise their design using a range of materials and can program their micro:bit in different ways. This promotes students planning and organisation skills, precision, self-discipline and problem-solving skills (Siegle, 2017).
Although the micro:bit tool can be engaging and great for fostering student creativity in STEM-related subjects, it can be costly to purchase all this kits for a classroom. The tool is also very time consuming and can easily cause students to become frustrated if they struggle with coding and understanding how to use computer-software's. Also, Pozdniakov & Dagienė (2018) state that many teachers lack training related to coding and programming hence, they may find micro:bit difficult to teach to students.
References
Fiore, & Cooper, M. (2019). Using the maker movement to forge a middle-school
collaboration to support English language learners. Science Scope (Washington, D.C.), 43(1), 28–35.
Kahn, K., & Winters, N. (2021). Constructionism and AI: A history and possible futures.
British Journal of Educational Technology, 52(3), 1130–1142. https://doi.org/10.1111/bjet.13088
Outcomes (linked to course content). Outcomes | NSW Education Standards. (n.d.).
Retrieved April 10, 2023, from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/tas/science-and-technology-k-6-new-syllabus/outcomes
Pozdniakov, & Dagienė, V. (2018). An Investigation of Italian Primary School Teachers’
View on Coding and Programming. Informatics in Schools. Fundamentals of Computer Science and Software Engineering, 11169, 228–243. https://doi.org/10.1007/978-3-030-02750-6_18
Ryu, S., & Lombardi, D. (2015). Coding Classroom Interactions for Collective and
Individual Engagement. Educational Psychologist, 50(1), 70–83. https://doi.org/10.1080/00461520.2014.1001891
Siegle. (2017). Technology: Encouraging Creativity and Problem Solving Through Coding.
Gifted Child Today Magazine, 40(2), 117–123. https://doi.org/10.1177/1076217517690861
A very comprehensive analysis of micro:bit Ayah! I like how you managed to tie the use of micro:bit directly to learning objectives within the Australian curriculum. Your blog post segments about the maker movement and constructionism are very informative as well. What I would like to suggest for improving your blog post is tying all your wealth of information on constructionism and the maker movement together with micro:bit introduction. Currently, these three topics are presented as separate concepts with little relations to each other in your posts, making the post content a bit convoluted. It would also be good if you could explain a bit about micro:bit’s application for arts teaching rather than merely STEM teaching, since the arts is…
I think this is a really fun concept Aya :)
I think you have given a really good description of what Micro:Bits are and how they can be used in an early learning setting.
If I had to add anything it might be that Micro:bits can definitely be used in secondary education as well, especially in STEAM subjects and when it comes to the implementation of how electricity and circuits work.
I really nice read, thank you for sharing :)
Pia Malmberg (10/04/2023)