Robots in the Classroom: Sparking Imagination, Teamwork, and Learning Adventures
Integrating technology into daily life and educational settings is essential as technology advances. In elementary education, robots offer a unique opportunity to teach young students about technology while engaging them in interactive activities that foster critical thinking, problem-solving, creativity, and collaboration (Toh et al., 2016). This essay will discuss the benefits of using robots in the elementary classroom and explore ways to maximize active learning and creativity through their use.
This week, I enjoyed supporting educators in Grade 1-5 staff professional development at Lorewood Grove Elementary School, catered to STEM and Coding in the Elementary Classroom. Our professional development leads, Ms. Moritz-Rosner and Mr. Penland supported staff through a specific technology or robot platform, providing opportunities to engage in an in-person, hands-on exploration of the technology, asynchronous investigation through instructional videos with a deliverable and then an opportunity to plan with their professional learning community (PLC) to develop ways to engage students with these technologies in parallel with high-quality instructional materials.
Dash and Dot robots, Ozobot, and Sphero BOLTs are popular for incorporating robotics into elementary classrooms. Each robot offers unique features that promote hands-on learning experiences across various subjects, ultimately enhancing student creativity and collaboration.
Dash and Dot robots are designed to be simple and easy to use, making them perfect for younger students. They can be programmed to perform various actions, encouraging creativity and problem-solving through hands-on learning experiences (Kazimoglu et al., 2012). By working together in groups, students can collaborate on designing and programming Dash and Dot robots, fostering teamwork and communication skills.
Ozobots are versatile robots that can be programmed using color codes or block-based languages. This versatility allows Ozobots to be integrated into various subjects, such as math, science, art, and even music. For instance, students can use Ozobots to create art projects that explore patterns and colors, fostering creativity and critical thinking. Furthermore, working together on Ozobot projects encourages collaboration and teamwork as students discuss ideas and troubleshoot challenges.
Sphero BOLT robots are durable and user-friendly, with multiple sensors and features. A popular classroom activity with Sphero BOLT robots involves students designing and programming mazes, then using the robots to navigate them. This activity enhances critical thinking and problem-solving skills and promotes collaboration and teamwork (Bers et al., 2014). Students develop essential communication and cooperation skills by working together on Sphero BOLT projects.
Incorporating robots into elementary classrooms offers numerous benefits, including hands-on learning experiences that foster creativity, critical thinking, and problem-solving skills across various subjects. Moreover, they create engaging and interactive environments, potentially increasing student motivation and learning (Benitti, 2012).
To maximize the impact of robots in the elementary classroom, educators should encourage students to experiment with various programming methods and applications. By providing students with open-ended tasks and opportunities to explore, teachers can foster an environment of creativity and collaboration. Additionally, incorporating robotics into cross-curricular projects enables students to apply their skills in various contexts.
As technology evolves, educators must embrace these new tools and integrate them into the classroom, enriching students' learning experiences and better preparing them for future challenges.
Work Cited:
Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988. Article retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0360131511002508
Bers, M. U., Seddighin, S., & Sullivan, A. (2014). Ready for robotics: bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 22(1), 25-48. Article retrieved from https://www.learntechlib.org/p/41987/
Kazimoglu, C., Kiernan, M., Bacon, L., & MacKinnon, L. (2012). Learning programming at the computational thinking level via digital game-play. Procedia Computer Science, 9, 522-531. Article retrieved from https://www.sciencedirect.com/science/article/pii/S1877050912001779
Toh, L. P. E., Causo, A., Tzuo, P. W., Chen, I. M., & Yeo, S. H. (2016). A review on the use of robots in education and young children. Journal of Educational Technology & Society, 19(2), 148-163. Article retrieved from https://www.jstor.org/stable/jeductechsoci.19.2.148
I agree! I am excited for these staff members in their journey with robots! They have had a great enthusiasm for past initiatives and are always looking for new ways to enhance active learning experiences! Thanks for reading!
I love the problem solving that arises from using these robots. Having a robot go awry and not perform as expected is the best to watch as an educator. It’s one of the best things to prompt a “figure-it-out” attitude. Kudos!