Programmable Toys are the subject of the week two workshop and the focus is on the use of Bee-Bot.  The Bee-Bot is a simple way to introduce controllable technology to children and young people in a learning environment (Lydon, 2007), it is very user friendly and its appearance is that of a toy which makes it particularly appealing to early level children.

As part of a group of 3, myself and my fellow group members were to create a lesson using the Bee-Bot. Importantly the lesson was to deliver experiences and outcomes from the curriculum for excellence around numeracy.

The use of floor robots can “help with the development of skills such as logical sequencing, measuring, comparing lengths and expressing concepts in words” (National Centre for Technology in Education, 2012). In addition, the integration of a programmable toy such as a Bee-bot in the classroom brings a new level of challenge and enjoyment to a classroom and allows for a teacher to link lessons across the curriculum, for example literacy and numeracy.

The aim for our Bee-Bot was a simple game with easy to follow instructions that would be fun and engaging for children in the early levels. It was also important that the game had the ability to grow and become something that young people would want to continue to engage with. A priority was to ensure that the activity met the target of achieving the experience and outcomes listed in the Curriculum for Excellence.

The areas of the curriculum that our game delivered experience of was:

Tech and Math’s       MNU 0-03a

MNU 1-03a

Tech                           TCH 0-09a/TCH1-09a

Attached to this blog is a photograph that gives the description of these outcomes in more detail.

The game involved picking a math question and working out the answer. Once the player (or players, if playing in a team) knows (or thinks they know) the answer, they should programme the Bee-Bot to arrive at the designated place on the game board. Research suggests that the benefits of a floor robot such as the Bee-Bot include the development of skills such as logical sequencing and they encourage group discussions and teamwork (The National Centre for Technology in Education, 2012). Whilst playing the game we observed that we completed mathematical problems, used a variety of mathematical language, used positional and directional language, completed basic programming and benefited from the interactive feedback from Bee-Bot, learning from our mistakes.

A challenge that the group wanted to tackle was to ensure the activity was able to provide extension work for children who required it but also to that others did not feel left out or left behind. The simple concept of the game allowed for this as we discussed options such as children increasing the playing mat which would encourage using other skills for example, using tools to measure distance. Another extension idea was the children could think of other questions to add to the game. These extensions were inclusive to those who were not quite at the stage for making extensions themselves. As the curriculum for excellence outcomes become more advanced the game is adaptable whilst retaining a familiarity for the children playing the game.

Janka suggests “The curriculum introduces programmable toys as a good example for developing knowledge and understanding of the contemporary world” (Janka, 2008, P.2) and this is evidence in the curriculum guidelines for experience and outcomes TCH 0-09a “I play and learn with … programmable toys”. (Curriculum for Excellence, 2008 P.311)

It was an enjoyable activity and looking round the classroom there was a range of ideas from other groups. I look forward to pinching some of my cohort’s ideas in the future!

 

References

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How? [online] http://oponoa-programmeertalen.wikispaces.com/file/view/BeeBot_article.pdf [Accessed 22 January 2018]

Lydon,A. (2009) Lets go with Bee-Bot.  Kirby-in-Ashfield. TTS Group

NCTE (National Centre for Technology in Education) (2012) NCTE Floor Robots – Focus on Literacy & Numeracy.  [Online] http://www.ncte.ie/media/NCTE_Floor_robots_focus_on_literacy_numeracy_primary_12-06.pdf [Accessed 22 January 2018]

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 22 January 2018]