Constructionism and the maker movement is a foundation where it gives students the opportunity to create their own digital technology and also learn the important steps of getting to that outcome (Dougherty, 2012). The maker movement is an essential element in students' learning environment as it gives students the opportunity to explore their own ability.
This was taken during tutorial lesson
Micro-Bit is an essential maker movement tool that establishes a framework where students are introduced to the world of coding (Sentance et al., 2017). This is an important tool to foster creativity as students are able to explore the different elements and features of Micro-Bit to form their own digital outcome. From the EDUC3620 tutorial class, the students were given a project where the Micro-Bit had to be programmed to move the materials smoothly. This is an amazing platform for students and teachers as it creates a very interactive and collaborative learning environment. It gives the students challenges to help with their problem-solving abilities and it can test students' mathematics and science knowledge.
This video was taken during tutorial lesson
According to the Australian Science and Technology Syllabus, students in the stage 3 level are expected to learn how to design and produce an outcome to solve a solution (NSW Education Standard, 2023). Micro-Bit is not only a platform where students learn about coding but it can give students the chance to design and produce their own production to solve a solution (Maslyk, 2016). As there are many different ways in which Micro-Bit can be used in a classroom. One essential example for stage 3 is teachers can facilitate a lesson where students have to make their own water circuit. This is essential for both students and teachers as it breaks the constructivism class environment and gets students to become more collaborative and interactive amongst their team members which creates a more creative classroom.
Limitations
The limitations of having Micro-Bit in a classroom is that it can be very difficult for students to learn how to work the machine and how each coding element works. This will therefore take up lots of variable learning time which most schools are unable to. It can also be very expensive for schools to supply and not all students will be able to have one for themselves.
References
Dougherty, D. (2012). The maker movement. Innovations: Technology, governance,
globalization, 7(3), 11-14.
Maslyk, J. (2016). STEAM makers: Fostering creativity and innovation in the elementary
classroom. Corwin Press.
Science and Technology K–6 | NSW Education Standards. (2023). Nsw.edu.au.
Sentance, S., Waite, J., Hodges, S., MacLeod, E., & Yeomans, L. (2017, March). " Creating
Cool Stuff" Pupils' Experience of the BBC micro: bit. In Proceedings of the 2017 ACM
SIGCSE technical symposium on computer science education (pp. 531-536).
Comments