The maker movement involves the emphasis of teachers implementing a hands-on and collaborative approach when designing activities that are project and problem based (Stager, 2013).

“Constructionism takes a view of learning as a reconstruction rather than as a transmission of knowledge…” (Stager, 2013, p. 2).

The maker movement follows the notions of the pedagogical approach, constructionism. Constructionism possesses the idea that through the process of productive and creative learning, students are able to grasp their understandings that are relative to their individual learning style (Bower, 2017).

As a way of integrating the maker movement into classroom settings, teachers choose to integrate a ‘makerspace’ environment. A makerspace refers to a creative space where individuals of all ages design, explore and create physical and digital technologies (Sheridan et al., 2014).

THE MAKEY MAKEY

With this being said, teachers have a wide variety of technologies to choose from to implement into a makerspace. However, this week’s critique will be centred around the ‘Makey Makey’. The Makey Makey is a “tangible interface construction kit” that gives its users the ability to link physical objects to computer games, for example the program ‘Scratch’ (Lee, Kafai, Vasudevan & Davis, 2014, p. 2). Makey Makey allows students to be creators through hands on experiences and activities.

The inventors behind Makey Makey are inspired by the maker movement and believe everyone has the ability to foster creativity, therefore, they created this invention kit that adapts to all ages. The kit can be used for beginners in primary school, all the way to experts pursing a career in engineering (Makey Makey, 2012). For example, a year 4 class can create a game on scratch, and then create a hand held controller with the Makey Makey. Despite the Makey Makey being somewhat simple to use, I think facilitating a class of students in K-3 using the Makey Makey will come with more challenges as a teacher, when compared to students in older years. The product itself is rather fiddly and would require the teachers help and assistance majority of the time. However, with the correct support from the teacher and varied difficulty level in activities an effective class can be achieved.

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References

Bower, M. (2017). Design of Technology-Enhanced Learning (pp. 429-449). Emerald Publishing Limited.

Bower, M., Stevenson, M., Falloon, G., Forbes, A., & Hatzigianni, M. (2018). Makerspaces in primary school settings: advancing 21st century and STEM capabilities using 3D design and printing.

Lee, E., Kafai, Y. B., Vasudevan, V., & Davis, R. L. (2014). Playing in the arcade: Designing tangible interfaces with MaKey MaKey for Scratch games. In Playful user interfaces (pp. 277-292). Springer, Singapore.

Jay Silver. (2012, May 13) MaKey MaKey – An Invention Kit for Everyone. [Video]. YouTube. https://www.youtube.com/watch?time_continue=7&v=rfQqh7iCcOU&feature=emb_logo

McKay, C., & Peppler, K. (2013, June). MakerCart: A mobile fab lab for the classroom. In Position Paper at the Interaction Design for Children Conference (IDC).

Our Misson to Encourage Young Inventors – Makey Makey. (2012). https://makeymakey.com/pages/mission

Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505–531.

Stager, G. S. (2013, June). Papert’s prison fab lab: implications for the maker movement and education design. In Proceedings of the 12th international conference on interaction design and children (pp. 487-490).

Games based learning is becoming increasingly prominent in education as our digital world progresses and grows. Digital games are user centric, thus promoting the increase of problem solving strategies, creativity, collaboration and engagement (Gros, 2007). This week I will be critiquing Scratch and Kahoot. 

SCRATCH!

Scratch is a block-based programming website that gives students the ability to be game designers. Game based construction learning (GBCL) refers to “an innovative learning approach that uses appropriate tools in order to allow games to be constructed to support learning and teaching” (Wilson et al., 2013, p. 588). Aligning with the notions of the pedagogical approach – constructivism, scratch allows students to construct their own interactive games through computer programming skills (Wilson et al., 2013). 

A study conducted by Yukselturk and Altiok (2017, p. 799) revealed some limitations to implementing scratch in the classroom; it is essentially only appropriate for beginner programmers and does not support high resolution photos and videos nor programming codes. 

KAHOOT

Creating a classroom atmosphere that involves critical thinking and engagement links directly to positive student learning outcomes (Dellos, 2015). With this being said, Kahoot is a game-based learning program which involves the use of quizzes developed by the user (What is Kahoot, 2020).

Advantages 

Kahoot is significantly accessible as it is available on all devices (i.e. Apple and Android). Kahoot does have an app, however also accessible via a web browser. Students do not need an account to play, all that’s needed is a code that is provided by the teacher. There is a large variety of options to choose from when creating quiz questions, such as uploading videos, music or photos to encourage the engagement and learning of the students (Dellos, 2015). Kahoot is also free of charge. 

Disadvantages

A limitation to kahoot can be the limited options for responses, answers can only be; yes/no, true/false or a multiple choice. From a study conducted by Plump and LaRosa (2017), several participants stated that they became stressed and felt increased pressure when trying to find the answer within a time limit. Although it can be said that the competitiveness of the game could increase motivation and engagement of the students, a lot of students will feel less inclined to participate due to the pressure of the game. 

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Reference list 

Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.

Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of research on technology in education, 40(1), 23-38.

Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26-39.

Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158.

 Kahoot! (2020). What is Kahoot! | How to play Kahoot! [Video]. https://kahoot.com/what-is-kahoot/

Scratch Team. (2017, June 20). What is Scratch? [Video]. https://www.youtube.com/watch?v=jXUZaf5D12A

Wilson, A., Hainey, T., & Connolly, T. (2012). Evaluation of computer games developed by primary school children to gauge understanding of programming concepts. Reading: Academic Conferences International Limited.

Wilson, A., Hainey, T., & Connolly, T. (2013). Development of an implementation framework for games-based construction learning using Scratch in primary education. In European Conference on Games Based Learning (p. 587). Academic Conferences International Limited.

Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789-801.

Virtual reality is a computer generated tool that enables a simulated experience through a view of artificial environments that allows the user to perform in real time via an interface (Steuer, 1992). 

Virtual reality is becoming increasingly used in education. VR platforms such as google street view and google cardboard give teachers the ability to provide their students with realistic, visual and in depth information that surround the ideas and concepts that they aim to teach (Pilgrim & Pilgrim, 2016). These interactive platforms foster the imagination, creativity and motivation of students when integrated into classroom settings (Pilgrim & Pilgrim, 2016). 

Google Street View

Google street view is a free platform featured in google earth and google maps that allows its users to see, create and share photospheres or panoramas of streets and their surroundings (Anguelov et al., 2010). Google street is an immersive platform that can give beginners or users that are new to VR an outlet to create their own virtual reality of their own surroundings.  Google street view can be integrated into a visual arts class; students are currently learning about the Indian art culture so they are to search in google street view in India and find a place that they would like to paint, for example a temple. Google street view also allows you to create your own 360-degree images, these images can then be published or downloaded onto your laptop / phones. For example, if you create a 360-degree image on google street view, you can then upload it onto ‘CoSpaces’ and create your own Virtual world / game.

Google Cardboard 

Google cardboard is a VR platform created by Google which can be used on the majority of smartphone devices and tablets (Lee et al., 2017). Google cardboard is inexpensive and simple making this platform considerably suitable in the classroom (Lee et al., 2017). All you need to do is insert the device and connect it with a VR app (e.g. google street view), and the virtual world will be generated – reiterating the simplicity of the product (Brown & Green, 2016).  However, google cardboard may be more appropriate for high schools students rather than younger students in primary school. Google cardboard only works with devices of similar size as an iPhone or Samsung, there fore iPads will not work. Therefore, making it difficult integrating this into a classroom of younger students who do not have phones.

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References

Anguelov, D., Dulong, C., Filip, D., Frueh, C., Lafon, S., Lyon, R., … & Weaver, J. (2010). Google street view: Capturing the world at street level. Computer, 43(6), 32-38.

Brown, A., & Green, T. (2016). Virtual reality: Low-cost tools and resources for the classroom. TechTrends, 60(5), 517-519.

Lee, S. H., Sergueeva, K., Catangui, M., & Kandaurova, M. (2017). Assessing Google Cardboard virtual reality as a content delivery system in business classrooms. Journal of Education for Business, 92(4), 153-160.

Pilgrim, J. M., & Pilgrim, J. (2016). The Use of Virtual Reality Tools in the Reading-Language Arts Classroom. Texas Journal of Literacy Education, 4(2), 90-97.

Steuer, J. (1992). Defining virtual reality: Dimensions determining telepresence. Journal of communication, 42(4), 73-93.

Augmented reality (AR) involves an interactive real world experience that heightens / augments real life objects through digital generated data (Kerawalla et al., 2006). AR can be linked to both real life objects, and virtual 3D objects (Carmigniani et al., 2011). Through a digitally programmed experience, AR essentially allows one to enhance their own personal perceptions of the world (Carmigniani et al., 2011). 

A study by Bicen and Bal (2016) showed that AR in the classroom fosters the creativity and imagination of students. It revealed that students felt the content they were learning when mixed with AR was more enjoyable, and made the course content easier to process and understand (Bicen & Bal, 2016). 

Below is an insight into one of the technological examples of AR that my group and I looked into at our tutorial.

Ikea Place

Ikeaplace is a mobile application that allows you to virtually place true scale 3D models in your own space. Along with AR, Ikea Place allows for the visual manipulation of objects; predominantly being furniture (Han & Kim, 2019). This app relies on a tablet / mobile phone through using an interactive screen, making it considerably practical in a classroom setting.

Students in today’s society have been brought up in a world surrounded by technology, thus the use of apps like Ikea Place in classrooms facilitates students centred learning by implementing pedagogies that relate on a higher level to students. Ikea place can be implemented into several subjects and stages of school. For example, a stage 6 design and technology class can find inspiration through Ikea place and see their possible future visions coming to life in real-time and real-life dimensions. Implementing this way of learning can encourage the students to be more creative as they are more willing to experiment through trial and error. One possible issue that may arise whenever tablets or devices are used in a classroom is possible room for distraction, and misuse of the device. This of course differentiates with age, however can be easily avoided with close attention and specified rules in place. 

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Reference list – 

Bicen, H., & Bal, E. (2016). Determination of Student Opinions in Augmented Reality. World Journal on Educational Technology: Current Issues, 8(3), 205-209.

Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovic, M. (2011). Augmented reality technologies, systems and applications. Multimedia tools and applications, 51(1), 341-377.

Han, B., & Kim, G. J. (2019, November). 2D/3D Mixed Interface for Furniture Placement in Smartphone-based Mobile Augmented Reality. In 25th ACM Symposium on Virtual Reality Software and Technology (pp. 1-2). 

IKEA. (2017, September 12). Say Hej to IKEA Place. [Video]. YouTube. https://www.youtube.com/watch?v=UudV1VdFtuQ

Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). “Making it real”: exploring the potential of augmented reality for teaching primary school science. Virtual reality, 10(3-4), 163-174.

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Zazek & Smolka (2019) outline three ways of thinking that, if engaged together, will ultimately reach computational thinking; analytical, algorithmic and logical. The Ozobot has the potential of teaching students computational thinking through the learning of coding and algorithms. For example, a geography class is learning about the climate; students trace a map of the world, red in warmer regions and blue in colder regions (Fojtik, 2017). Students then program the Ozobot to move faster in colder areas, and slower in the warmer regions (Fojtik, 2017). 

The perceptions of robotics to some may seem complex, however, this is not always the case! The features of the Ozobot and the programs that come with, allow for flexibility in regards to teaching different levels in schools. The ozobot itself can be used in primary schools to teach simpler coding tasks. Whilst at the same time, due to the programmability within ozoblockly, it allows for more complex programming tasks for high school students (Zazek & Smolka, 2019). The interactive nature of the Ozobot and its ‘toy-like’ look can act as a way of grasping students attentiveness, resulting in a more willingness and motivation to learn. The open ended nature of the ozobot, meaning its uses can essentially choose how they would like to use it or program it, allow students to use their creativity to imagine, design and create different activities.

Reference list

Danahy, E., Wang, E., Brockman, J., Carberry, A., Shapiro, B., & Rogers, C. B. (2014). Lego-based robotics in higher education: 15 years of student creativity. International Journal of Advanced Robotic Systems, 11(2), 27.

Fojtik, R. (2017). The Ozobot and education of programming. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(5).

Hanson-Baldauf, D., & Hassell, S. H. (2009). The information and communication technology competencies of students enrolled in school library media certification programs. Library & Information Science Research, 31(1), 3-11.

Ozobot. (2014, August 18). Watch Ozobot In Action. [Video]. YouTube. https://www.youtube.com/watch?v=3-cWPzBiO8c

Zacek, M., & Smolka, P. (2019). Development of Computational Thinking: Student Motivation Using Ozobot. In Proceedings of the 2019 3rd International Conference on Education and E-Learning. 36-40.

“A high quality computing education equips pupils to use computational thinking and creativity to understand and change the world” (Department for Education, 2013, p. 188).

Students of today’s society are born into an advanced technological world that is continuously adapting, and with this many would call the Generation Z’s ‘digital natives’ (Kalelioğlu, 2015). From this it is important for students to have a developed understanding of computational thinking. 

This week’s focus of the blog is ‘computational thinking’. Computational thinking is a problem solving process that enables the understanding of human behaviour and design systems by drawing on the fundamental techniques that surround computer science (Wing, 2006). Computational thinking can be looked at as a critical competency as students will develop careers in areas that are heavily influenced by computing as well as the simple fact of having to utilise technology on a day to day basis (Bower et al., 2017). Additionally, Curzon et al. (2014, p. 2) sheds light on the importance of integrating computing into school curriculums, as it can improve the students ability to become “independent learners, evaluators and potentially designers of new technologies”. 

CODE.ORG

Code.org is a website and organisation that centres around its dedication in promoting the importance of integrating computer programming into school curriculums as a core subject area (Josh, 2019). It strives to expand student participation in computer science by encouraging and actively making it more available at schools (Josh, 2019). Code.org uses a visual programming language called ‘blocky’, which utilises a drag and drop function that allows one to generate codes (Kalelioğlu, 2015, p. 3). Code.org offers course materials and educational programs for teaching computer science. The courses aim to teach students not only computer science, but computational thinking and problem solving in a collaborative and creative way (Kalelioğlu, 2015). 

References

Bower, M., Wood, L. N., Lai, J. W., Howe, C., Lister, R., Mason, R., … & Veal, J. (2017). Improving the computational thinking pedagogical capabilities of school teachers. Australian Journal of Teacher Education, 42(3), 4.

Josh. (2019). What is Code.Org?. Code.org Support. https://support.code.org/hc/en-us

Curzon, P., Dorling, M., Ng, T., Selby, C., & Woollard, J. (2014). Developing computational thinking in the classroom: a framework.

Department of Education. 2013. The National Curriculum in England, Framework Document. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf

Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200-210.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.

Shin, S., Park, P., & Bae, Y. (2013). The effects of an information-technology gifted program on friendship using scratch programming language and clutter. International Journal of Computer and Communication Engineering, 2(3), 246.

SKETCH UP

Sketchup is a 3D Modelling program that allows its users to virtually create anything and with that; promoting creativity for all involved (Liveri et al., 2012). The software is centred around its  drawing tool that enables the creation of both simple or complex 3D shapes and models (Liveri et al., 2012). Additionally, these models can be created in the fields of architecture, interior design and engineering (Kurtulus & Uygan, 2010). 

One’s creativity can be switched on when the appropriate stimulus is presented. In a classroom setting, Sketchup has the capability to foster the imagination of its students through its ability to allow one to communicate, portray and present their ideas in a three-dimensional display (Liveri et al., 2012). For example, Sketchup can be used in a lesson plan for a geometry class; as a way of visualising Van Hieles 5 levels of geometric thinking (Abu et al., 2012).

With this being said, Many scholars shed light on the positive influence Sketchup can have on one’s spatial skills (Kurtulus & Uygan, 2010; Erkoc et al., 2013; Abu et al., 2012). Spatial skills can be defined by the extent to which one’s mental capabilities can visually understand or interpret the relations among objects (Tarte,1990). Spatial abilities are large components of our day to day life such as driving a car / parking a car or taking a photograph (Erkoc et al., 2013). Therefore, promoting the creativity of its users whilst also providing them with a platform to improve important everyday life skills.

However, some disadvantages can be noted; although the software does offer a free trial/ free version, others can cost between $300-$1200 depending on the chosen version (Scan2cad, 2019). Additionally, it is said to be increasingly difficult to operate when creating more complex models (Lee & Yan, 2016). 

Reference List

Abu, M. S., Ali, M. B., & Hock, T. T. (2012). Assisting primary school children to progress through their van Hiele’s levels of geometry thinking using Google Sketchup. Procedia-Social and Behavioral Sciences, 64, 75-84.

Erkoc, M. F., Gecu, Z., & Erkoc, C. (2013). The effects of using Google SketchUp on the mental rotation skills of eighth grade students. Educational Sciences: Theory and Practice, 13(2), 1285-1294.

Etido. (2019). How much does Sketchup cost? Pricing explained. Scan2CAD Blog. https://www.scan2cad.com/cad/sketchup-pricing/

SketchUp. (2013, August 22). Getting Started With SketchUp – Part 1. [Video]. YouTube. https://www.youtube.com/watch?v=dL01iW9DAEU&feature=youtu.be

Kurtulus, A., & Uygan, C. (2010). The effects of Google Sketchup based geometry activities and projects on spatial visualization ability of student mathematics teachers. Procedia-Social and Behavioral Sciences, 9, 384-389.

Lee, S., & Yan, J. (2016). The impact of 3D CAD interfaces on user ideation: A comparative analysis using SketchUp and Silhouette Modeler. Design Studies, 44, 52-73.

Liveri, A., Xanthacou, Y., & Kaila, M. (2012). The Google Sketch Up Software as a Tool to Promote Creativity in Education in Greece. Procedia-Social and Behavioral Sciences, 69, 1110-1117.

Tartre, L. A. (1990). Spatial orientation skill and mathematical problem solving. Journal for Research in Mathematics Education, 216-229.

Emerging technologies can provide students and teachers the ability to observe the world from greater perspectives, in turn stimulating one’s creativity (Loveless et al., 2006).