BeeBots

Bee-Bot weekly lesson plan.

Bee-Bot Research Readings.

BeeBots

------------------

The  BeeBot Device.

I thoroughly enjoyed investigating and inputting instructions into the BeeBots. I learned how to figure out the commands by free playing with the BeeBots. I found this a very interesting alternative to just being given a set of  instructions with the computational device as it required us to think and work out the commands in order to be able to input a sequence of commands into the BeeBot. Both my partner Brian and I, initially decided to figure out what the buttons meant before moving on to figure out what each light and sound meant. Through trial and error we figured out the function of the buttons, lights and sounds. We were then given a range of BeeBot mats with matching big story books and asked to choose whichever mat/story book we wanted; Brian and I choose the Treasure Island mat and story book.  We then were asked to begin devising a learning activity for the BeeBot and book.

The functions of the buttons which we figured out ourselves without any instructions.

The map of Treasure Island Brian and I chose to do our learning activity on.

Our BeeBot on our Treasure Island map.

Through research on the BeeBots prior to devising our learning activity we became aware of the value of these computational devices to aid children’s learning and the ways in which they could be incorporated into the classroom. ‘The BeeBot was awarded as the most impressive hardware for kindergarten and lower primary school children on the world educational technology market (BETT 2006). The BeeBot’s are designed to be played with and ‘Play as a context for early learning and development (Kernan, 2007) explains that all children from birth to six years have a right to time and space to play and to benefit from their play experiences. Play is voluntary, spontaneous and meaningful. Play is also often very social—children enjoy playing with other children and with adults. Above all, play is fun and an important part of children’s learning and development.’(Aistear, 2009) We can control the toy by a few colourful buttons. By pushing them the child enters a sequence of simple instructions for motion or rotation of a toy. Four orange buttons serve for a backward/forward motion and rotation to the left/right.

(Aistear, 2009) hightlights the many different types of play there are ‘—exploratory, constructive, creative, pretend, fantasy, socio-dramatic, physical, and language and word play’. BeeBots can be adapted to many of these different types of play from developing exploratory play by trying to figure out the function of the buttons, lights and sounds to enhanching language and word play by trying to get BeeBot to the Treasure Island successfully. (Yelland, Lee, O’ Rourke and Harrison 2008) ‘Call for educators and practitioners to attend to what they describe as ‘new learning. The new forms of learning they identify include knowing how to make use of new technologies, learning to work collaboratively to solve problems in creative and innovative ways and knowing how to learn and how to access expertise and communicate ideas. This kind of learning is evident when children are able to listen to and comment on what others have said, contribute to brainstorming sessions and communicate graphically.’ This is definitely applicable to BeeBots.

The BeeBot multiple charging unit.

We learned that ‘In order to support and extend children’s play the skilled adult observes, listens and interprets children’s play. He/she provides interesting and challenging indoor and outdoor spaces with lots of time for play’. (Aistear, 2009) We took this into account when developing a five day BeeBot lesson plan.

We became aware of all the ‘positive impacts plays has on children once supported by adults’ therefore it cannot be denied ‘good quality play experiences impact positively on children’s learning and development’. (Aistear, 2009) ‘New technologies are central to this concept of new learning, and they claim that ‘young children are capable of understanding, making sense of and communicating concepts and ideas in multimodal ways and… frequently incorporate the effective use of ICT to strengthen and amplify their learning.’ (Yelland et al 2008)

We found that BeeBot could be used in many different Curriculum areas such as: English/Literacy through the Strand: Emotional and imaginative development through language and Strand Unit: Writing: Development emotional and imaginative life through writing. Mathematics, Digital Technology through the Stand: Shape and Space and the Strand Unit: Spatial Awareness. Mathematics/Literacy through the Strand: Competence and confidence in using language and Stand Unit: Writing: Developing competence, confidence and the ability to write independently. Art through the Strand: Drawing and Strand Unit: Making Drawings. Finally, Physical Education through the Strand: Outdoor and Adventure Activities and Stand Unit: Orienteering, walking and outdoor challenges.

Some of the different curriculum subjects the BeeBot enhances.

I learned that as a learner I am very open to exploration and experimentation. I really enjoyed figuring out the functions of the BeeBot through trial and error as opposed to being given a set of instructions. I learned that I as a learner I work well socially, both Brian and I took turns figuring out the different functions and devising our 5 day learning activities. We worked well as a team. I learned that I have good presentation skills when presenting our weekly BeeBot lesson plan to the class and that I can take feedback on board easily.