Week 5: Robotics – Beebots

For many years Robotics have engaged students and moved them to another level of understanding and learning. There are further developments being made which will expand opportunities for a new generation of learners. These new innovations have the potential to transform the classrooms pedagogical approaches, but they need to be used appropriately and innovatively to capture student’s attention and excite further discovery. Robotics incorporates machinery that is programmed by a computer to perform specific tasks. It allows students to participate in scenarios which wouldn’t have been possible before (Alimisis, 2012).

An example of Robotics in the classroom is Bee-bots, which are engaging objects that foster creativity due to their functionality, development of student’s exploration, problem solving and decision-making abilities. Bee-bots can be programmed via a tablet to move 40 steps, by using forward, backward, left and right turn arrows, which allows students to experiment as they create their own design by directing the bee-bot where to go. Bee-bots are easy to use compared to other robotic equipment, so are designed for younger students as an introduction to robotics and learning the basics of programming (Attard, 2012).

Bee-bots play an integral part in teaching syllabus outcomes to student’s as they can help develop language, literacy and numeracy skills (Alimisis, 2012). Bee-bots can be used in Mathematics to teach Length, for example using the syllabus outcome MA1-9MG: measures, records, compares and estimates lengths…. (NESA, 2017). Alternatively, for older students, students in Stage 3 could use the Bee-bot technology to “select and use the appropriate device to measure lengths and distances…” (MA3-9MG). By using Bee-bots in the classroom, the teacher takes on a constructivist view of teaching, providing group learning activities where students are active learners who discover through hands on learning (Alimisis, 2012). They are also given opportunities to create their own solutions to problems and then reflect on their skills and collaboration (Highfield, 2010).

As Bee-bots caters for younger students, Robots such as Lego WeDo can foster the learning capabilities of older students, developing their skills in the areas of in-depth programming, creative thinking and utilising higher order thinking skills by building on prior knowledge. Lego WeDo allows students to design and code their own robot to interact in a Lego construction.

There are some limitations when using robotics, specifically bee-bots in the classroom, including distraction, when students become more excited by the use of new technology, shifting the focus of the lesson to technology rather than fulfilling syllabus outcomes. Another limitation includes lack of training for teachers who may not be aware of the affordances of using robotics. However, all of these limitations can be overcome, and Robotics has and will continue to be an exciting way to encourage learning and engagement in the classroom.

References:

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

Attard, C. (2012). Teaching with technology: exploring the use of robotics to teach mathematics: robots, once the providence of science fiction are now part of the classroom. Catherine Attard explains how to evaluate their use. Australian Primary Mathematics Classroom, 17(2), 31-33.

Highfield, K. (2010). Robotic toys as a catalyst for mathematical problem solving.

NESA (2017). Science and Technology K-6 Syllabus. Available at: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10