Constructionism

Constructionism is a theory which stresses on the importance of students obtaining knowledge by generating and exploring new information (Cooperstein & Kocevar-Weidinger, 2004). Interestingly, a constructionist approach to learning, gives pupil's the opportunity to create things and thus get creative (Cooperstein & Kocevar-Weidinger, 2004). In building things, students can think creatively and solve problems which can in turn foster their imagination, innovative thinking skills and curiosity (Nayak & Senapaty, 2011). In this environment, student’s are encouraged to collaborate, exchange ideas and get feedback from their peers, which can lead to more creative solutions (Nayak & Senapaty, 2011).

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Micro-Bits

As an emerging technology, Microbit is a computing device equipped with sensors, buttons, and display functions that is compatible with a multitude of web-based programming environments (Capay & Klimova, 2019). When integrated into the classroom, Microbits can revitalise students' creativity by encouraging experimentation and project personalization. Specifically, the tool enables students to build their work based on their own ideas and unique interests. In addition, Microbit allows for collaboration between students, enabling them to work together and share ideas, which can further foster creativity.

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Curriculum link

Micro Bits is an effective and engaging technology that can foster student creativity whilst meeting the syllabus outcome’s for Software design and development in stage 6. When students are learning about hardware and software, specifically how “data is captured, stored, manipulated or displayed on a variety of hardware devices (NESA, 2010, p. 16) Micro bits should be used meet this outcome. For instance, student's in stage 6 as a group can create program games by using the sensors and buttons of the Microbit to demonstrate how data is recorded, stored, and shown.

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cc: Zeyba Orya

Using micro bits

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Limitations

Resistance to constructivist teaching by some instructors due to lack of expertise and experience (Degnew, 2017) and the cost of Micro Bits may pose as a barrier in implementing micro bits in the classrooms. Additionally, monitoring and assessing student learning using Micro Bits could be challenging for teachers in terms of evaluating comprehension, knowledge and skills (Degnew, 2017).

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References:

Capay, M., & Klimová, N. (2019). Engage your students via physical computing! Paper presented at the IEEE Global Engineering Education Conference (EDUCON), Dubai, United Arab Emirates. (In press).

Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141-148. https://doi.org/10.1108/00907320410537658

Degnew, A. (2017). The practice and challenges of constructivist teaching approach in Dangila district second cycle primary schools, Ethiopia. British Journal of Education, Society & Behavioural Science, 19(4), 1-12. https://doi.org/10.9734/BJESBS/2017/30827

Nayak, R. K., & Senapaty, K. (2011). Effect of constructivist approach in fostering creativity of primary school children. Journal of Indian Education, 37(3), 85-93.

Rami, J., Lorenzi, F., & Lalor, J. (2009). The application of constructivist assessment practices in a teacher-training programme: A tool for developing professional competencies. Paper presented at the British Educational Research Association (BERA) Annual Conference, University of Manchester, Manchester, England. Retrieved from https://www.leeds.ac.uk/educol/documents/187592.pdf