# Digital Technologies Week 2.

The focus of this weeks digital technologies class was based around the use of BeeBot with regards to numeracy. Due to previously looking at using BeeBot for literacy, this week we considered the advantages of BeeBot whilst carrying out numeracy lessons. Alongside this, we then began creating a BeeBot map which we tested out and will be assessed on.

Pekarova Janka is a supporter of the use of programmable toys within the classroom. There are a number of opportunities which arise from using programmable toys in class settings, Janka discusses the development of children’s instructional and positional language by stating that, “In the field of mathematical development, children should develop the ability to describe simple journey and instruct the programmable toy in order to develop positional language and estimation” (Janka, 2008, p2). Alongside this, The National centre for Technology in Education (2012, p1) provides further advantages of the use of programmable toys in education, they state, “[Floor robots in the classroom] help with the development of skills such as logical sequencing, measuring, comparing lengths, space orientation and expressing concepts in words”. Similarly, Kaur (n.d) agreed with this by saying that the use of the BeeBot encourages children to engage, communicate and interact with each other. He further went on to say that pupils can share learning experiences and learn in context through the use of the BeeBot. The use of the BeeBot allows the educator to provide her students with cross-curricular activities. Alongside this, educators can assess and observe the children’s literacy and numeracy skills whilst playing with the BeeBot.

Myself and my partner agreed to create a ‘snakes & ladders’ board. We made the game so that it was suitable to use throughout the full school. For early years and Primary 1, its just a simple game of snakes and ladders. However, for  Primary 2-4, the dice will be slightly different as it will have the name of the number, the visual representation of the number or the amount in the representation of circles from this, the children will have to look at these different representations of numbers and have to decide for themselves where the BeeBot should go. Finally, for Primary 5-7, the dice will have addition or multiplication questions and the children would need to work out the answer to see where the BeeBot should go.

The experiences and outcomes that we provided for the early level version of the game are as follows;

• In movement, games, and using technology I can use simple directions and describe positions.” -MTH 0-17a
• “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 0-09a

Overall, today’s session was very good for us to get a deeper insight to the Curriculum and the experiences and outcomes. I personally feel that using the BeeBot for both literacy and numeracy lessons is fun however, there is also great amounts of learning taking place. I will definitely be using this in the classroom in the future.

References

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How [Online]. Available from: http://www.terecop.eu/downloads/simbar2008/pekarova.pdf [Accessed: 16 January 2018]

Kaur, K. (n.d). Benefits of bee bots in classroom. [Online]. Available from: http://beebotsed.weebly.com/benefits-of-bee-bots-in-classrooms.html [Accessed: 16 January 2018].

NCTE (National centre for Technology in Education) (2012) NCTE Floor Robots – Focus on Literacy & Numeracy. [Online]. Available from: http://www.ncte.ie/media/NCTE_Floor_robots_focus_on_literacy_numeracy_primary_12-06.pdf [Accessed: 16 January 2018].