Blog 1 - Task 1 | Micro:bit

Micro:bit Cartoon Strip | Credit: Microbit.org

The BBC Micro:bit is a miniature computer, and in combination with Microsoft’s MakeCode program create a platform where students can explore coding and the interaction between software and hardware. It has two levels of coding; block or JavaScript, giving ample opportunity for all grade levels to challenge and learn. It includes various features, notably an LED display, including buttons, sensors, and input/output features.

This technology excels in its ability foster and support creativity through integration in STEM learning areas. With the technologies various ‘difficulty’ levels, it gives opportunity for initial learning and understanding, but also to challenge students with higher demand of skill building. With both virtual and physical results of the Micro:bit technology, students can feel in control of their learning and exploring the creation, results and experimentation available to them (Wheeler et al., 2002). In addition, the Micro:bit can detect inputs which can foster student creativity in how to “activate” the technology and its interactions.

'Block Code' example using MakeCode Program

Credit: Beate Mannes

Micro:bit has its obvious applications in STEM subjects, with its versatile code and mechanical applications, but it can also be applied to create more complex projects. Examples of these ideas can be integration into interactive art projects, use for ‘tech’ clothing in textile subjects or HSIE subject areas with distance monitoring and exploration in navigational skills. One study on this technology found Lu et al. (2022) incorporating the LED element with a paper lantern, combining creative and motor skills with technological application and projection in a completed product.

LED Display of 'Pulsing Heart' Program | Credit: Beate Mannes

The practice of teaching with technologies is one that has developed alongside of emerging technologies, as it was demanded of education to continue to be relevant. Some of the major issues presented when technology enters a classroom is that of standardization and the loss of conventional creativity and teaching practices. Creativity in practice is a concept widely discussed and debated, at different opinions from different parties contend over its placement in a class setting, and whether that is fair for all students. The largest discourse being lack of standardization is due the nature of emerging technology, as it is constantly changing and updating and lacks the ability to be bound by tight curriculum uses and applications, because it fosters wide and uninhibited use (Henriksen et al., 2021). The benefits of integrating emerging technology into class is simultaneously the discourses that exist and will continue to be as technology fosters new creativity.

References

Henriksen, Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research and Development, 69(4), 2091–2108. https://doi.org/10.1007/s11423-020-09912-z

Lu, Lo, C.-C., & Syu, J.-Y. (2022). Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp. International Journal of Technology and Design Education, 32(5), 2553–2575. https://doi.org/10.1007/s10798-021-09714-1

Wheeler, Waite, S. J., & Bromfield, C. (2002). Promoting creative thinking through the use of ICT: Promoting creative thinking. Journal of Computer Assisted Learning, 18(3), 367–378. https://doi.org/10.1046/j.0266-4909.2002.00247.x