Week 7 - Constructionism and the Maker Movement

“Constructionism theorises that learner is seen as an active constructor of knowledge rather than being a passive recipient of information“ (Papert, 1993, as cited in Papavlasopoulou et al., 2019). Research and studies show how the constructionist pedagogical approach positively influences and impacts students' perceptions towards learning, (Cocciolo, 2010). Further, the push for maker movement for students allows for them to access skills that feature cooperative innovation and user self-production, (Hwang, J. P., 2017).

Images from Eva Kostopoulos

Incorporating both the constructionism and maker movement strategies for children within a classroom environment can be seen through the technology utilisation of BBC micro:bit. The BBC micro:bit is a pocket-sized computer, which allows students to acquire skills of programming and coding with LED light display, buttons, sensors and many input/output features, (BBC micro:bit, 2022).

Video from YouTube (Micro:bit Educational Foundation, 2022)

Fostering Creativity in the Classroom:

The possibilities with the BBC micro:bit is endless for students to create and expand on their imagination. Aspects of the use of IT products to play creatively, the integration of existing resources, collaboration opportunities and solving problems (Hwang,J. P., 2017) are all essentially targeted through the BBC micro:bit. Video from Eva Kostopoulos

For instance, the NSW syllabus allocates necessary ‘Digital technologies and ICT resources’ which are to be incorporated amongst various subjects. Within Creative Arts, ‘Computer coding can be used in the creative arts to design and develop artworks and program devices to create artistic works.’ (NSW Educational Standards Authority (NESA), 2019). The additional component in which the BBC micro:bit provides encompasses interactivity and digital elements, as it can respond to various inputs, such as sound, light or motion. Ultimately this is an excellent tool for students to incorporate amongst their installation projects within the subject, such as the micro:bit can be used to control the lighting in an art installation or trigger sounds in response to user inputs.

Pedagogical Critiques:

In regards to the BBC micro:bit, it does come with limitations such as; the connectivity of the BBC micro:bit will not allow students to communicate with other devices or systems; the power source is via a USB connection or battery which is altered due to the possible requirements; and limited memory. Many of the limitations reduce the complexity required of the BBC micro:bit. Due to this, teachers may want to use the BBC micro:bit to first introduce coding and programming to students who are just learning, and then venture forth for a more complex microcontroller that may be out of the BBC micro:bit’s ability.

References:

BBC micro:bit. (2022). Introducing the BBC Micro:bit. Micro:bit Educational Foundation. https://microbit.org/get-started/first-steps/introduction/

Cocciolo, A. (2011). Situating student learning in rich contexts: A constructionist approach to digital archives education. Evidence Based Library and Information Practice, 6(3), 4–15. https://doi.org/10.18438/b8dp6n

Hwang, J. P. (2017). Maker movement influence on students’ learning motivation and learning achievement – A learning style perspective. Emerging Technologies for Education, 456–462. https://doi.org/10.1007/978-3-319-71084-6_53

Micro:bit Educational Foundation. (2022). An introduction to the Bbc micro:bit - inspiring every child to create their best digital future. YouTube. https://youtu.be/gBLuUwahBnw.

NSW Educational Standards Authority [NESA]. (2019). Digital Technologies and ICT Resources. Digital technologies and ICT | NSW Education Standards. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/tas/design-and-technology-2019

Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2019). Exploring children's learning experience in constructionism-based coding activities through design-based research. Computers in Human Behavior, 99, 415–427. https://doi.org/10.1016/j.chb.2019.01.008