ROBOTICS

Robotics is emerging in education and has several benefits for education, allowing for process-oriented learning and innovation (Jung and Won, 2018) and active participation of controlling the behaviour of a physical model, while fostering curiosity and motivation (Alimisis, 2009)

DASH IN THE CLASSROOM

Alimisis (2012) suggests thatlearning experiences should be created for students to construct and experiment with robotics. Dash, a type of robotic that can be programmed to move around, can be used in subject areas. For example, in STEM, Dash can test the time travelled at different speed settings and measuring perimeters and angles (Wonder Workshop, n.d).

Students can develop coding skills through Dash. Blockly, a drag-and-drop tool on the app, can be implemented to program Dash’s behaviours through sequenced instructions. Students can experiment with functions including inputs such as ‘obstacle in front’ and looping for Dash to perform actions such as navigating its’ way through a maze (Wonder Workshop, n.d)

Dash can be used for creative writing and storytelling. Students can plan ideas and program Dash to perform a story, including spinning, and improvisation, such as saying dialogue and producing sounds.

Students also develop problem solving, computer science and design thinking skills through Dash. Additionally, a benefit of robotics from McDonald and Howell’s study (Jung and Won, 2018) is gaining terminology to explain robotics learning.

As can be seen in the video, Dash can be used for activities such as shooting ping-pong balls at targets. In week 5’s tutorial, my group loaded Dash with a ball and programmed it using Blockly to load and shoot for someone to catch.

A rewards system at my current placement school is physically shooting a small ball into a hoop to earn a reward. Rather than manually throwing a ball, Dash could be used as a replacement, where students can program Dash to perform the action. Hence, students can develop persistence, collaboration and risk taking skills.

CHALLENGES

Challenges can include lack of access to technology, timing of implementing robotics in the curriculum, and lack of confidence from teachers (Khanlari, 2016). A challenge of Dash is that children require scaffolded instruction for learning robotics, including practicing steps at a steady pace, and assistance from the teacher (Sullivan and Bers, 2016) Jung and Won (2018) suggest to keep robotics activities simple, as it can require a high cognitive load.

References:

Alimisis D. (2009). Teacher Education on Robotics-Enhanced Constructivist Pedagogical Methods, School of Pedagogical and Technological Education, Αthens.

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

Jung, S., & Won, E. S. (2018). Systematic review of research trends in robotics education for young children. Sustainability, 10(4), 905. 

Khanlari, A. (2016). Teachers’ perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula. European Journal of Engineering Education, 41(3), 320-330.

Sullivan, A., & Bers, M.U. (2016). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. Int. J. Technol. Des. Educ. 26, 3–20. 


Wonder Workshop. (n.d). Blockly for Dash & Dot Lesson Ideas.