The Microbit is a handheld, programmable mini computer that can code and create a variety of different tools. This device is an example of a computational design product. Computational thinking refers to approaches drawn upon in the context of how computers solve problems. These approaches involve logical reasoning, abstraction, patterns and decomposition (Education Services Australia, 2016). Essentially, these thought processes construct problems and create solutions to transform “information for an agent to effectively carry out” (Wing, 2006, p. 59). Design is a key component of this digital approach, thus embedding creativity throughout both the computational thinking and planning processes.
Microbits allow for programmed games of scissors, paper, rock (as was practiced during the tutorial). This algorithm can link to Mathematics. Lesson plan ideas and ways to incorporate this technology into the curriculum can be found at https://microbit.org/en/2017-01-17-ks3-pos/. However, the time required to learn the programming as well as the resourcefulness required by teachers to incorporate Microbits into lessons, may not be an appropriate use of class time. This novelty for students can be enjoyable in terms of experimentation, but it would not be a technology that I would choose to use in my future classroom. In evaluation of digital technologies, it is also imperative to consider both time and cost effectiveness of specific resources. Exposure to computing lends itself to other concepts that could be explored further as a result of this initial engagement phase.
This current digital age of learning provides a wealth of opportunities for students in both primary and high schools. Inherently, through these explorations in STEM and ICT, students are empowered with the courage, curiosity and creativity to provide an enduring life-long love of learning. As teachers, this is also a time to develop knowledge and skills through the area of computing (Computing at School, 2013).
References
Computing at School (2013). Computing in the national curriculum: a guide for primary teachers, 1-31.
Education Services Australia (2016). Digital technologies hub. Retrieved from: https://www.digitaltechnologieshub.edu.au/teachers/topics/computational-thinking
Micro:bit Educational Foundation (2018). Get creative, get connected, get coding. Retrieved from: https://microbit.org/
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 1-59.
Evie 