Lauryn's Reflective Journal Digital Technologies

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Week 2 – Programmable Toys

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Tuesday 15th January

This week in digital technologies we were learning about programmable toys, in particular, beebots. Our task for this session was to create a map for pupils to use the programmable toys on. To ensure the pupils are maximising their learning experience from our maps we linked the task to an experience and outcome. I decided to work in a group with 2 others to complete it as I feel I work extremely good in groups. We worked well together and in the end were able to produce a map with a meaning.

Programming first came into play in 1960 when the game Logo was created by Seymour Papert. This was a simple programming game where u can move a small arrow by providing instructions. Since then the use of programmable toys has developed. A report from Pekárová Janka stated that “The curriculum introduces programmable toys as a good example for developing knowledge and understanding of the contemporary world” (Janka, 2008, p.2). This shows that by allowing pupils to use beebots they can experience taking charge and can test their sense of direction and programming skills. Using programmable toys such as beebots has also shown how children are automatically more confident and independent using the toy. Lydon stated how children were able to independently take control of the task faster than anticipated and 12 of the 28 pupils were able to use the beebots with out any instructions or adult support (Lydon, 2008, p.2). Therefore, showing that the use of beebots in the classroom may increase confidence levels in pupils which can also be conveyed in different aspects of their daily lives.

To start the task, we brainstormed different ideas we could base our project on. We ended up deciding on time. No other group was doing this topic which made it more unique. I began by making a plan of the mat and squares in my notebook to make sure no mistakes were made on the final design. The experience and outcome we linked it to was “I can tell the time using 12-hour clocks, realising there is a link with 24-hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events through-out my day” MNU 1-10a. As this outcome also mentions daily routine, we decided we would link in time of the days. From this, children in primary school will be able to grasp the idea of a schedule. Within our task we were able to convey the 12- and 24-hour clock as well as allowing children to plan their day from start till finish. For example, a cue card will say breakfast or lunch. The pupil would then have to decide what time they would do this task, if it is earlier in the day or later. This allows them to gather a sense of time and organisation. To create the mat, we divided our jobs and were able to complete it in the time frame.

Overall, I found this task really interesting and fun to take part in. I was able to expand my knowledge on programmable toys and I believe my group was successful in creating a unique game for children to use in a real teaching environment.

References

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How? [Online] Available: http://www.terecop.eu/downloads/simbar2008/pekarova.pdf [Accessed 21 January 2019]

Lydon, A. ( 2007) Let’s Go With Bee-Bot: Using your Bee-Bot across the curriculum. TTS Group Ltd.

 

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