The need to create is one of mankind’s most basic human drives (Martinez & Stager, 2014).  When students create, similar to when they learn, they learn by doing, and learn through experience (Laurillard, 2012). The ‘learn by doing’ approach has a precedent in education through project-based learning, Piaget’s constructivism and Papert’s constructionism. These philosophies aid in the Maker movement because of its ideal of “knowledge is a consequence of experience”. (Martinez & Stager, 2014) The maker movement also values human passion, capability, entrepreneurship and problem solving which are all aspects of creativity (NESA, n.d.). The maker movement is unique because it incorporates many different technologies and can be used across multiple KLAs. The facilitation of creativity is prevalent throughout this movement because of the multiple opportunities it offers and the wealth of creativity tools which are freely available online (Donaldson, 2014).

The maker movement along with constructionism is a great tool to introduce to students. The maker movement helps students because it enhances motivation and curiosity, predicating what action is needed to achieve a result, and building knowledge through experience (Laurillard, 2012). Technologies that support the maker movement provide practical opportunities to use design based thinking, one of which is Makey Makey. Makey Makey is an Invention Kit for users of all ages using an electronic tool and toy that allows users to connect everyday objects that conduct electricity to computer programs. This tool uses a small circuit board, alligator clips and a USB cable to connect to your device. Makey Makey uses closed loop electrical signals to send your device instructions by keyboard strokes or coded click signals.

https://youtu.be/nCy4aAtzPdA

Makey Makey asserts that learning is an active process and can be expanded to incorporate many different other types of technology and skills like coding and 3D printing. This program helps construct and build knowledge built from the constructivist theory of knowledge development and forms a set of principles through constructionism that argue the construction on new knowledge through engagement in meaningful learning (Donaldson, 2014). Makey Makey provides students with a kit that enables endless creativity possibilities with its easy to use format that can be configured and coded through Scratch.com. Makey Makey can be used in a Music class to explore different ways to create tunes and sounds with different instruments (tools).

Bibliography:

Donaldson, J. (2014). The Maker Movement and the rebirth of Constructionism. Hybrid Pedagogy. Available at: http://www.hybridpedagogy.com/journal/constructionism-reborn/

Laurillard, D. (2012). Chapter 5 – What it takes to teach. Learning through Practise.           (pp. 162-81). NY: Routledge. 162-165

Martinez, S., & Stager, G. (2014). The maker movement: A learning revolution. International Society for Technology in Education. Available at: https://www.iste.org/explore/articleDetail?articleid=106

NESA (n.d). Makerspace. Available at:  https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-for-the-future/learning-with-technology/makerspace

Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium (Squire, 2008). Digital games enable various learning experiences and social practices that we view as important in today’s society. These include collaboration, creativity, teamwork, problem solving as well as provides a forgiving environment that allows users to fail and take risks. Games are not just a leisure activity, and when used in conjunction with a sound teaching pedagogy, can make a major impact in the classroom as well as on a students creativity. Squire (2008) suggests that gaming has revealed a plethora of experience that haven’t been utilised appropriately and still remain unknown in schools.

As gaming becomes particularly popular amongst youth, the need to incorporate gaming into education becomes more prevalent. Play and learning have begun to merge in fundamental ways and Brown (2007) suggests that this divergent learning has started to change standard pedagogical practices. Users are enabled to interact, collaborate, create and learn as well as empowered to learn something “long, hard and complex, and yet still enjoy it” (Gee, 2005).

Minecraft in the classroom:

Minecraft is great for learning because it is an open ended game and can be used in many different ways which is essential for enhancing creativity. Minecraft has an “Education Edition” that allows educators to access lesson plans and activities to use game based learning in the classroom effectively.

In a Geography Classroom, students can explore and learn about contour maps and topography ( ACHGS051) in a gaming environment that they could potentially already be familiar with. The teacher has the flexibility to make this task student centred or opt for a group activity as Minecraft allows for multi-user use. Minecraft also has a function which allows conversations which can be useful in encouraging the formation on metalanguage and other communication skills.

Game based learning allows students to work in a student-centred environment as well as in a constructivist approach because it allows students to construct their own knowledge and learn on their own. Games based learning also provides immediate formative and/or summative feedback and enables students to think critically. It also is transferable and can be used in conjunction with Scratch and Virtual Reality. Although an excellent tool, a number of criticisms have been raised about anti-social tendencies and the fear of students not recognising the “hidden curriculum” within the game and just playing it for leisure (Squire, 2008).

Bibliography

Thomas, D., Seely Brown, J. (2007). The play of imagination: Extending the literary mind. Games and Culture 2(2), pp. 149-172. 

Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), pp. 19-29.

Gee, J. P. (2005). Good video games and good learning. Retrieved from: http://dmlcentral.net/wp-content/uploads/files/GoodVideoGamesLearning.pdf

Appendix:

ACHGS051: Geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships 

Immersive virtual reality (VR) has arrived for mass consumption. VR learning has cultivated feelings of a radical transformation to education. There is significant dialogue surrounding potential learning proficiencies that can be achieved through using VR. VR immerses users in a fully simulated and stimulative digital environment which can enhance creativity (Southgate, 2018).

How can VR benefit learning?

VR has several benefits in the classroom and can be used across a range of KLAs. VR can enhance the understanding of spatial knowledge and facilitate experimental learning that would be otherwise impartial to imagination (Southgate, 2018). Additionally, VR can improve the transfer of knowledge and skills learned in these virtual environments to real world situations. The significance of this is that it can increase motivation, engagement and creativity and can lead to enrichment in further learning capabilities.  De Freitas & Veletsianos (2010) suggest that VR presents new opportunities for creativity because it gives student the opportunity to learn through many different types on content and contexts. Additionally, it has been noted that VR can help broaden capabilities for learner initiated problem and enquiry-based learning (De Freitas & Veletsianos, 2010). VR can provide an effective scaffold that allows students to visualise and engage with curriculum without needing traditional intervention (Bower, Howe, McCredie, Robinson & Grover, 2014). 

VR Technology

It has been noted that VR can help broaden capabilities for learner initiated problem and enquiry-based learning which will aid in a constructivist approach (De Freitas & Veletsianos, 2010).

A virtual reality application called Google Expedition is an easily accessible and educationally sound technology that allows education to be student-centred. Below is a screenshot of an Egyptian tomb that can be explored in conjunction with ACACA outcome ACDSEH033 for a stage 4 history class. (ACARA, n.d.)

Google Expedition allows users to explore many different environments and scenes and has educational information embedding into it as depicted in the above image.

This application can be used in conjunction with Google Cardboard which cost me approximately $5 on eBay.

Limitations of VR:

Like all technology, VR does have its limitation and potential risks. Some of these risks include privacy, potential learning distractions, cost of equipment (other than Google cardboard), safety, child protection issues and a concern for displaced focus on pedagogy and learning design because VR can’t always be suitable for every learning outcome (Southgate, 2018).

All Images used are my own

Bibliography

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – Cases, places and potentials. Educational Media International, 51(1), 1-15

De Freitas, S., & Veletsianos, G. (2010). Crossing boundaries: Learning and teaching in virtual worlds. British Journal of Educational Technology, 41(1), 3-9

Southgate, E. (2018). Immersive virtual reality, children and school education: A literature review for teachers.

Slater, M. (2009). Place illusion and plausibility can lead to realistic behaviour in immersive virtual environments. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535), 3549-3557

Augmented Reality (AR) is a subjective tool that uses the notion of immersion to enable its users to participate in a comprehensive and realistic experience (Dede, 2009). AR is a technology that is known as a synthetic environment. While immersed, the user is able to see the real world with virtual objects superimposed upon or composited with the real world. The purpose of AR is not to completely replace reality, but rather to enhance it (Azuma, 1997). Sampaio & Almeida 2016 suggest that the introduction of AR derives from and promotes a stimulation of the human creativity and imagination.

Augmented Reality is a technology that is quickly gaining popularity amongst teachers because of its versatility and engagement amongst students. AR allows educators to create a scenario, provide location specific information (based on GPS positions), add characters and imbed desired data such as images to achieve the intended learning experience (Bower, Howe, McCredie, Robinson, & Grover, 2014). AR enables students to think critically and creatively whilst exploring the technology because it empowers a sense of independence.  Moreover, the use of AR in classrooms can have a positive effect on student learning attitudes because it promotes a student centred and constructivist learning environment. AR promotes and increases student awareness of the relevance of their learning and has a pedagogical sophistication (Bower et. al., 2014). Ultimately, AR provides an effective learning environment that promotes critical thinking and can encourage collaboration and sharing experiences that are essential for enhancing creativity. (Billinghurst & Duenser, 2012)

Uses of AR in Education:

There are several educational uses for Augmented Reality. AR can be extremely useful for science because it can help develop student’s knowledge of environmental science, medical science, micro biology and biomedical science (Bower et. al., 2014). An AR app that can aid in a Science classroom is Frogipedia. Frogipedia is an engaging and interactive AR app which helps explore and discover the unique life cycle and intricate anatomical details of a frog. This app can be a substitute for a tangible dissection in a classroom.

Additionally, educators who teach Humanities (particularly History and Geography) can also benefit from using this technology.

In a Geography class, a teacher can ask their students to superimpose a ‘built’ objects to an area that doesn’t have many man-made objects and ask the students to assess the functionality of their choice. An example of this would be building a bridge over a small riverine to promote livability in the area to adhere to stage 4 ‘Place and Livability’.

A History teacher can use an AR app called Civilisations AR to superimpose artefacts from Ancient civilisations from around the world to aid in fostering creativity and increasing engagement in their classroom.

Bibliography

Azuma, R. (1997). A survey of augmented reality. Presence, 6, 355–385

Sampaio, D., Almeida, P. (2016) Pedagogical strategies for the integration of Augmented             Reality in ICT teaching and learning processes. Procedia Computer Science 100. 894 – 899

Billinghurst, M., & Duenser, A. (2012). Augmented Reality in the Classroom. Computer,45(7), 56-63.

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – Cases, places and potentials. Educational Media International, 51(1), 1-15

Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323, 66–69.

What does robotics in education offer?

There has been a significant interest taken in the use of technology in education. Robotics in education is emerging as an interdisciplinary, project-based learning activity that is suitable for students at all levels, particularly K-6. The use of robotics in education “aims to enable students to control the behaviour of a tangible model by means of a virtual environment” (Dimitris, 2012, p. 7). Robotic technologies have the potential to create a new way of thinking about technology, learning and education overall. Students who engage in robotic technologies are more likely to seek solutions to real world problems and initiate their own curiosity and initiative. Robotics can incorporate skills such as algorithm design, command sequence, control flow, use of sensors and problem solving (Modern Teaching Aids, n.d.).

Using technological advancements in classrooms can have fundamental issues for education because there is an importance to connect it to educational theory and the curriculum which isn’t always possible when using ICT. Robotic applications are just another tool to aid in a potential larger learning impact (Dimitris, 2012). Aligning the theories surrounding robotics to complement an education philosophy can lead to important elements of innovation. Using robotics in conjunction to syllabus outcomes are particularly prevalent when looking at the Australian Curriculum and when engaging in STEM (Science, Technology, Engineering, Mathematics) (Jung, Won, 2018). The use of robotics can be used concurrently with constructionism. Constructionism is the pedagogical theory of instruction and building knowledge by building things.

Robotics in the Classroom: Dash

The Australian Curriculum outlines an outcome that wants to enable the implementation and modification of programs with user interfaces and involves branching, iteration and functions in general-purpose programming language (ACTDIP030) (Australian Curriculum, 2015). This outcome can be achieved through a robot called Dash.

Dash is a hands on learning tool that is targeted at teaching creative problem solving and computational thinking. It pairs well with constructionism and outcome ACTDIP030 because it builds on knowledge and incorporates a general-purpose programming language. Dash can be programmed through a computational thinking software called Blockly which I wrote about in my previous blog. Building knowledge through pairing computational thinking and robotics can help challenge students and increase their skill levels. Dash can be programmed to speak, sing, respond to sensor inputs and can react to its environment – and much more!

https://youtu.be/ftIdXxbzRR4

Dash can be utilised in schools in many different ways:

Computational thinking: Analysing problems and design algorithms

Mathematics: Exploring concepts such as geometry, angles, distance, time and variables

Science: Programming Dash to mimic behaviour in the natural world

English/Creative Writing and Arts: Exploring storytelling, drawing and music in an un-mainstreamed way

                                                                                                (Modern Teaching Aids, n.d.)

Bibliography:

Alimisis, Dimitris (2012). Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy. Robotics in Education Conference, 2012.

Click to access 1d6cface636a180fa394ee621c2bb09df1e7.pdf

Australian Curriculum (2015), Information and Communication Technology (ICT)    Capability.

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Jung, S., & Won, E. S. (2018). Systematic review of research trends in robotics         education for young children. Sustainability, 10(4), 905. 
            https://www.mdpi.com/2071-1050/10/4/905/pdf

Modern Teaching Aids (n.d.). https://www.teaching.com.au/product/DW001

Computational thinking involves solving problems, designing systems, and understanding human/technological behaviour, by drawing on the concepts fundamental to computer science (Wong, 2006).  Students are given the opportunity to discover the world of discipline, its theories, concepts and conceptual frameworks (Laurillard, 2012).  Computational thinking such as coding can enhance student centred thinking because it aims to develop learner autonomy and independence. The student is being guided through formal descriptions of the program and assessing different ways in creating the desired outcome. Coding is simply creating a course of yes or no classifications for the computer to perform. Although a simple concept, coding entails interpreting and synthesizing, and has the ability to enhance critical thinking. Computational thinking can prepare students for the digital age as it includes a range of mental tools that reflect on everyday life/workplace requirements.

Coding in Learning Environments:

Coding is useful in a school environment because it helps the learner focus on further developing and understanding skills as well as enable students to describe smaller components of complex systems which is useful in all curriculum areas (NESA, n.d). Traditional roles of a teacher involve being able to present, inform, explain, guide and advise students of the curriculum by assessing certain resources. Coding goes in line with this pedagogy as it has the same outcome in students. When students learn, similar to when they code, they learn by doing, and they learn through experience. The learner adapts their action to the task goal and uses their results as a way to improve without teacher intervention (Laurillard, 2012).  

Coding is a great tool to introduce to students. Coding helps students because it enhances motivation and curiosity, predicating what action is needed to achieve a result, comparing the results of their actions and adjusting their next action accordingly (Laurillard, 2012).  An example of how this can be introduced in a classroom is through Modding. Modding refers to the act of modifying hardware, software and video games to achieve bespoke specifications. Students can edit the code of ‘Europa Universlais IV’ (a video game) to reflect feature of the Roman Empire (or whatever they wish – which is perfect for enhancing creativity!).

Introducing Coding into Learning:

There are a range of easy to use coding programs to help familiarise your students with coding.

Try these to get them started!

• Blockly games
• Scratch
• Micro bit

Micro bit is a creative and awesome device for making all sorts of cool creations from robots to musical instruments – the creative possibilities are endless. This palm sized device is full of features like LED lights, programmable buttons, motion detection and even Bluetooth connection to interact with other devices and the Internet

Here is a short video of me playing scissors, paper, rock after configuring microbit to show those symbols in LED lights.

https://www.youtube.com/watch?v=ZU3lnQWlKDc&feature=youtu.be

Bibliography

Laurillard, D. (2012). Chapter 5 – What it takes to teach. Learning through Practise.           (pp. 162-81). NY: Routledge. 162-165

NESA (n.d). Digital Technologies and ICT Resources. Available             at: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning- areas/technologies/coding-across-the-curriculum

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-   35.  http://dl.acm.org.simsrad.net.ocs.mq.edu.au/citation.cfm?doid=1118178.1118215

All videos and photos are my own

Encouraging and nurturing the creative process in the classroom can be accomplished through design based thinking. Teachers can use 3D printing as a tool to support teaching and learning in the classroom. 3D printing is the “process of creating an object using a machine that puts down material layers in three dimensions until the desired object is formed” (Educause Learning Initiative, 2012). In recent years, there has been upward growth in the production and use of desktop 3D printers as they have been identified as having the ability to increase creativity, technological literacy, problem solving, self-directed learning, critical thinking and perseverance. Along with these set of skills, 3D printing can prepare students for life and work in the digital age (Torrey & Maloy, 2017).

The increase in popularity of 3D printers has enabled the availability of inexpensive computing and electronic technologies to become more accessible in schools (Martin, Bowden, Merrill, 2014). 3D printers are being used in schools as a special initiative to encourage students of every grade to be active participants in their own learning. 3D printers aid in fostering innovative new learning experiences in schools and can have a positive effect in a student’s school experience (Torrey & Maloy, 2017).

How to create a 3D object:

1. To start a 3D printing project, students can use modelling programs like Tinercad or select an already constructed design from an online database such as Thingiverse  or Smithsonian X 3D.
2. After selecting/designing a model, students will then have to upload to a slicing software (eg. Ultimaker Cura) so that fill, size, quality, support type, print speed and temperature can be selected to prepare for 3D printing.
3. Once the settings have been selected, the model is sent to the 3D printer so that the printing process can begin. Most printers work by heating PLA and ABS plastic ink at a high temperature. Professional grade printers can create objects using materials like cement, bronze, glass and wood.  
4. The plastic dries quickly which allows the printer to build upon the previous layer to create a tangible object.

                                                                                                            (Torrey & Maloy, 2017)

Limitations of 3D Printing:

Although an innovative technology, there are several limitations in 3D printing. This technology can be expensive and time consuming. 3D projects can take time away from other curriculum outcomes as they are slow and can take up to an hour to print a 4-inch model. At this pace, it would take a teacher an entire week to print all of the models that their class had created. Other limitations include print failures due to user, design and printer errors such as error controls and hardware issues.  

Bibliography:

Educause Learning Initiative. (2012). Seven things you should know about … 3D    printing. Retrieved from http://net.educause.edu/ir/library/pdf/eli7086.pdf

Martin, R.L, Bowden N.S, Merrill C. 3D Printing in technology and engineering         education. Technology and Engineering Teacher. 73.8 (2014): p30

Torrey, T. & Maloy, R. (2017). Why 3D print? The 21^st Century skills students develop             while engaging in 3D printing projects, Computers in the Schools, 34:4, 253-          266.