Students’ creativity is evidently supported by constructionist technology. Virtual Reality and Augmented Reality are one of the many examples demonstrating technology’s role in encouraging creativity through empowering students’ own construction of their learning (Papanastasiou et al., 2019, pp. 431-432). However, these technologies, and any other digital tools reliant on computer/mobile device screen display, has an eminent drawback in learning: students’ creative experiences are limited to virtual elements rather than their physical environments. A solution to such an issue is utilizing learning technology that empowers creative construction in physical environments, rather than within digital contexts. One such technology is micro:bit, as introduced in this blog.
What is micro:bit?
micro:bit is a robotic creation kit that includes various computer parts students can attach to physical objects for automating those objects’ actions (Micro:bit Educational Foundation, n.d.). Such transformation of physical creations is made possible through micro:bit computer or mobile device-based coding programs (Micro:bit Educational Foundation, n.d.).
micro:bit Kit General Components
Image and image notations sourced from Core Electronics (n.d.)
micro:bit Chip Coding Screen
(CC BY 2.0 Emilia Nguyen)
Why micro:bit for Creative Learning?
micro:bit fosters creative learning by serving as creation materials in makerspaces, defined as environments consisting of “physical materials and digital technologies” that enable learning through construction (Nadelson, 2021, p. 105; Stevenson et al., 2019, p. 1260). Makerspaces can foster student creativity through learning construction activities (Stevenson et al., 2019, p. 1262 ;Timotheou & Ioannou, 2021) unlimited to solely the physical or the digital environment, as mentioned above.
Thus, micro:bit is best utilized in creative classrooms as means of transforming the physical artifacts students created for demonstrating their learning. It helps students add various functions to their creations and further elaborate on their understanding of taught knowledge without first turning those creations into digital constructs. An example of micro:bit learning tasks is having students showcasing their agricultural insights by designing micro:bit-powered irrigation systems, demonstrated below.
micro:bit Classroom Task
(CC BY 2.0 Emilia Nguyen)
Teaching precautions for micro:bit
Integrating micro:bit chips and electric wires into physical creations requires foundational understanding of electrical circuits and engineering that students may not have. Having to work with technologies without basic understanding of such technologies’ usages can make students frustrated rather than engaged in learning tasks.
References
Core Electronics. (n.d.). micro:bit V2.2 GO Bundle in Australia. Core Electronics. https://core-electronics.com.au/micro-bit-v2-go-kit-australia.html
Micro:bit Educational Foundation. (n.d). Get started: Introduction. micro:bit. https://microbit.org/get-started/first-steps/introduction/
Nadelson, L. S. (2021). Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue. The Journal of Educational Research, 114(2), 105-107. https://doi-org.simsrad.net.ocs.mq.edu.au/10.1080/00220671.2021.1914937
Papanastasiou, G., Drigas, A., Skianis, C., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23, 425–436. https://doi.org/10.1007/s10055-018-0363-2
Stevenson, M., Bower, M., Falloon, G., Forbes, A., & Hatzigianni, M. (2019). By design : Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities. British Journal of Educational Technology, 50(3), 1260–1274. https://doi.org/10.1111/bjet.12743
Timotheou, S., & Ioannou, A. (2021). Collective creativity in STEAM Making activities. The Journal of Educational Research, 114(2), 130-138. https://doi-org.simsrad.net.ocs.mq.edu.au/10.1080/00220671.2021.1873721
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