BLOG 2- Programmable Toys 16/01/18

The second week of Digital Technology was very different to how I had thought the module would progress and this discovery played a big part in my overall understanding of Digital Technology in the classroom; Programmable Toys and their place in the classroom.

First through an exploration of the Bee-Bot game app and then a progression the toy itself, we were introduced to a friendly programmable toy called Bee-Bot with bright colours, high storage and easily accessible buttons at the top of the toy. The control keys had easy to read arrow buttons with images and a vibrating sound emitted from the toy whenever a key was pressed. The purpose of the Bee-Bot is to control the movement of the toy, thus planning and controlling its path leading to a path of discovery. This closely relates to where Beauchamp (2012, p65) has mentioned that “ICT (in the EY) is not just a computer with Early Years software installed. ICT is anything where you can press a button and make something happen, the beginnings of children understanding that technology requires programming and that they can be in control of making things happen.”

Our main activity of the day was to think up, plan and create an educational game/activity in relation to Bee-Bot. Our group opted for a Maths based activity: Bee-Bot-at-the-shop, where the toy would go on a journey of exploring money, buying and paying for items. This was on a basis of early level mathematics which could later be progressed to first and second level with concepts of change and different paths to the same total. We drew out a grid with multiple forms of money drawn on each square, alongside separate cards that had items to be bought drawn on alongside their prices. The purpose of the activity was that the child would pick a card of something to buy and have to then go across the grid to make up the money needed to pay for the item with Bee-Bot.

After completing the task, we had a go at the game ourselves and I was pleased to see that the aim we held was accomplished. As well as being obvious fun, it was extremely engaging and caused great discussion amongst the plyers too which was also as desired. Considering the level, we were aiming for I feel that the activity and Bee-Bot was highly effective, efficient and enjoyable.

The following Curriculum for Excellence (CfE) experiences and outcomes were what we hoped this game would gain:

• MNU 1-09a – I can use money to pay for items and can work out how much change I should receive.

• MNU 1-09b – I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change.

• TCH 1-09a – I am developing problem solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.

• TCH 1-04a – I explore and experiment with the features and functions of computer technology and can use what I learn to support and enhance my learning in different contexts.

Following todays activity and learning session, I believe I understand the place for programmable toys in a classroom much better. Having been slightly wary at first, I am now more than confident that as a teacher myself, I will love exploring its wide usage. Apart from adding some fun and laughter to the classroom I can see that it can help with many subjects in many forms. The Bee-Bot can also improve other areas of the Curriculum including social science subjects such as history, geography, science and religious education (Janka,2008). I think it is a very useful resource and can be adapted to suit all subjects, all students and all ages. The National Centre for Technology (2012, p.1) also states that “[Floor robots in the classroom] help with the development of skills such as a logical sequencing, measuring, comparing lengths, space orientation, and expressing concepts in words.”

References:

Beauchamp, G. (2012) ICT in the Primary School From Pedagogy to Practice Pearson: Harlow, England

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How?  [Online] Available: http://www.terecop.eu/downloads/simbar2008/pekarova.pdf  [Access: 17th January 2018]

NCTE (National centre for Technology in Education) (2012) NCTE Floor Robots – Focus on Literacy & Numeracy. [Online] Available: http://www.ncte.ie/media/NCTE_Floor_robots_focus_on_literacy_numeracy_primary_12-06.pdf [Accessed: 17th January 2018]

BLOG 1- Introduction to Module 09/01/18

Following the start of trimester-2, today was my first experience and lesson in the Digital Technologies module. The session was, in short, an introduction to the module and highlighted the many areas, concepts and focus of the class. This was inclusive of the main idea: “What is Digital Technology?” We were all then asked to ponder over and explore our personal understanding of the statement at hand. Marc Prensky (2001) talks about ‘digital natives’ and ‘digital immigrants’. On reading this, I felt that I wasn’t particularly sure of where I fell between the two categories but understood the concept being brought to light. I am hoping this module will also help me understand my true understanding and skills in this regard.

To help me with figuring out an understanding and an appropriate, as well as an educated, explanation for the term ‘Digital Technology,’ I was made aware of several documents of reading. These documents aided me in comprehending the link between digital technology and education which further allowed me to grasp a greater meaning of the term. Given time to thoroughly read through and make notes on the readings, I believe my knowledge increased of the link.

Throughout the lecture I was made aware of how much digital technology can bring to a classroom learning experience that cannot be achieved, or at least not to the same degree, through other means. Through technology and its many windows, children can bring their daily experience and real-life knowledge to school thus encouraging and increasing interaction. It also gives them the opportunity to be creative in a way that could not happen without it (Beauchamp, 2012). Many a times, a child could be struggling to understand a certain aspect of a lesson or subject and digital technologies provides a bridge to aid their understanding.
Near the end of the session we were invited to take note of how confident we felt with digital technology and we would then compare this to how we felt at the end of the course. I hope that I will be able to grow as a digital user through the course of this module and am also very excited and anxious to uncover more knowledge.

References:

Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson

Prensky, M. (2001) Digital Natives, Digital Immigrants. On The Horizon Vol 9(5).