This session highlights the importance of using programmable toys to support problem solving and investigate work across the curriculum. In the new National Curriculum there is a significant focus on programming.
At Key Stage 1, pupils should be taught to:
- understand what algorithms are; how they are implemented as programs on digit devices; and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs (Department for Education, 2013).
At Key Stage 2, pupils should be taught to:
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs (Department for Education, 2013).
What is Computer Control?
Computer Control is represented by a set of instructions programmed into a machine, which cause it to operate in a predetermined manner. Equipment and devices are controlled by pressing buttons either on a control panel or on a remote control. There are many advantages in using computers to control things: they never get tired, never lose concentration, do not make mistakes, can repeat the same instruction over and over again in exactly the same way, are cheeper to employ than humans. Examples of devices which use computer control: TV, alarms, DVD player, coffee machine, microwave, traffic lights, satellite navigation (in the car), CCTV, etc. To make things work there must be a procedure. A procedure is a sequence of instructions or commands that a central processing unit stores. It is important that the procedure is written correctly so that things happen in the correct order.
Examples of programmable toys and robots: dinosaur (has a remote control which is very simple and easy to use); fire engine (represents the next step because the remote control has arrows to show the direction of movement); Beebot (there are buttons on the device, it is more complex because the memory needs to be cleared before each new instruction); Pixie (it does not have an exciting look, it has direction buttons and a timer); Pippin (is more advanced, has more buttons that a Pixie, including buttons for changing angles).
"Under the Sea" Activity
Children can design a cover for a Beebot or a Pixie, with the purpose of learning and understanding to control it. The cover must represent an animal, a living thing, or an image from under the sea (e.g. turtle). For the activity a grid mat is used as well.
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| Turtle |
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| Turtle and Under the Sea mat |
A variety of ideas and resources for similar activities can be found online, at:
http://www.earlylearninghq.org.uk/themes/themed-bee-bot-mats/
http://www.primarytreasurechest.com/bee-bot-resources/bee-bot-jackets.html
This activity enables pupils to acquire different controlling and programming skills, and can also be related to teaching and learning science: children learn about animals (fish, turtles, jellyfish, etc.) and their environment (sea). It can also be linked to literary, supporting a range of stories, such as: The Little Mermaid, Under the Sea, On the Seashore. More than this, programmable robots can be considered an excellent tool for promoting speaking and listening skills and, when used effectively, can be invaluable in developing spoken language.
Reflection
Programmable toys and robots can be used to teach children programming skills, concepts and problem solving. Controlling and programming can be exciting and accessible for pupils. It also gives them the opportunity to engage with their learning and use imagination and creativity. I think I would like and I would enjoy using Beboots with children especially because they allow pupils to link ICT with other ares of the curriculum.
Reference:
Department for Education (2013) National Curriculum in England: primary curriculum. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260481/PRIMARY_national_curriculum_11-9-13_2.pdf (Accessed: 5.03.2013)
